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SPELL- TO WRITE 

SPELLING 
BOOKS 




TEACHERS' MANUAL 



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THE 

SPELL-TO-WRITE 

SPELLING BOOKS 



BY 



AMBROSE L. SU.HRIE, Ph.D., 

DEAN OF THE CLEVELAND SCHOOL OF EDUCATION 
CLEVELAND, OHIO 



AXD 



ROBERT PHILIP KOEHLER, A.B., 

ASSISTANT DIRECTOR OF INSTRUCTION, CENTRAL Y. M. C. A. SCHOOLS 
PHILADELPHIA 



ILLUSTRATED BY 
FREDERICK RICHARDSON 

THAT* HE WHO WRITES MAY SPELL 



TEACHERS' MANUAL 



THE JOHN C. WINSTON COMPANY 
PHILADELPHIA CHICAGO 






Copyright, 1922, by 
The John C. Winston Co. 



All Rights Reserved 

MADE IN U. S. A. 



U\ 131922 



J5W.A661626 



C~J 



To 
A. DUNCAN YOCUM 

Professor of Research and Practice 

IN THE 

Graduate Department of Education 

OF THE 

University of Pennsylvania 

This Book 
Is Affectionately Dedicated. 



TO MAKE THE TEACHER'S DAILY PREPARATION LESS DIFFICULT AND 
MORE EFFECTIVE. 



FOREWORD 

The aim of the authors in the preparation of this series of 
textbooks is expressed in the title — The Spell-to- Write Spelling 
Books. Generally speaking, a knowledge of spelling is necessary 
only in connection with the act of writing. In these books, there- 
fore, the effort is made to insure the mastery of those words which 
are commonly used in writing. 

Selectian of Words. It is not intended that the words included 
in this series should provide an exhaustive vocabulary for any 
given individual. They do, however, make up a basal writing 
vocabulary which will meet the ordinary needs of most people. 
Their selection results from a comparative analysis of available 
scientific studiss relating to the writing vocabularies of both 
children and adults. The introduction of each word has been 
determined by the application of two fundamental principles: 
(1) present need for the word on the part of the pupil, and (2) 
probability of continued use of the word by the pupil in writing. 
Words limited in their use to the reading or to the hearing vocab- 
ularies of most individuals are omitted. Definite provision, 
however, is made for the training of each pupil in a method for 
acquiring the correct spelling of the words which he individually 
needs in his writing but which are not included in a basal writing 
vocabulary. 

Gradation of Words. In so far as possible, words are intro- 
duced in anticipation of the child's immediate writing needs, and 
in the associations in which he naturally comes to use them in 
spontaneous or in well motivated written work. 

Review of Words. Adequate provision is made for the review 
of all words which present spelling difficulties. Some words 
present no difficulties and therefore require comparatively little 
attention. Others need frequent repetition and drill. These 

(v) 



-words are made to recur in the text at intervals of increasing 
length, and with a frequency which bears a somewhat definite 
ratio to their relative difficulty. In order to ascertain the relative 
difficulty of the words in this basal vocabulary, a prolonged and 
somewhat exhaustive investigation was made of the comparative 
frequency with which these words were misspelled by many 
thousands of school children in their written work. 

Illustrations. For the purpose of stimulating children in the 
development of their writing vocabularies, a great number of 
attractive illustrations have been included. They provide 
familiar topics for informal discussion in the earlier years and for 
written composition as soon as writing becomes part of the child's 
school activity. The words and phrases associated with the 
pictures will help the children to tell the stories in idiomatic 
English. Such exercises, properly motivated, become the basis 
of letter writing and other spontaneous written composition and 
tend to fix the correct spelling of new and difficult words by their 
natural and frequent use in uriting. 

Typography. The fundamental importance of conserving 
the e} r esight of school children has led to the selection of much 
larger type than is ordinarily used in textbooks. The spaces 
also are wider than in most books for children. Fye-strain is 
thus reduced and the correct visualization of letters and word 
forms is made more certain. The typographical standards main- 
tained throughout the series fully meet those set up by the Amer- 
ican School Hygiene Association.* 

A Method of Study. At the beginning of each year the 
student is given a method for study suited to his grade. Through- 
out the series there is a cumulative recurrence of suggestions and 



* In this connection the following statement to the authors from Dr. William H. Burn- 
ham, Chairman of the American School Hygiene Association Committee on the Standardiza- 
tion of School Books, is of interest: 

'The need of larger type in books for the lower grades is not a matter of opinion. It is 
important that possible eye-strain be avoided ia case of all children. Furthermore, ia the 
early grades a large percentage of the children have undeveloped or hyperopic eyes. On 
account of the shortness of their arms, it is not possible for some of these children, to hold 
the book as far away from the eyes as would be necessary to enable them to read normally 
without special accommodation. Ia such cases great eye-strain results." 

(Vi) 



directions for independent study. These suggestions aim to 
help each pupil: 

(1) To diagnose his spelling difficulties. 

(2) To search for associations to fix the correct spelling 

of difficult words. 

(3) To review words with a frequency which corresponds 

to the degree of then* difficulty for him. 

(4) To make effective use of the dictionary. 

(5) To acquire a method for learning to spell new words 

as he comes to need them in his writing, either 
while in school or after leaving school. 
Throughout the series the pupil is given definite help in the forma- 
tion of habits of study which are economical and effective. 

Manual for Teachers. The handbook for teachers presents 
(1) a simple statement of the principles of teaching which may be 
applied in preventing and in correcting faulty spelling, (2) a 
method for teaching spelling lessons in the several grades, and (3) 
definite help in the teaching of words which present special diffi- 
culties. 

All words in any given lesson in the text are reproduced 
under a corresponding lesson number in the Manual. Upon 
the initial appearance of each word in the text, its pronunciation 
and syllabication are given in the Manual. The special difficulties 
of many of these words are indicated by boldface type. This 
diagnosis of words is the result of an investigation made with the 
cooperation of teachers in more than a thousand schools, urban 
and rural, widely distributed throughout the country. Many 
thousands of misspellings were collected and classified as to (1) 
the grade in which they occurred, (2) the variations in form, and 
(3) the probable causes. Upon the introduction of each of the 
more troublesome words into the spelling text, there are given in 
the Manual suggestions concerning preventive and corrective 
treatment. 

For some years past, leading educators have urged the 
preparation of a manual for teachers in accordance with the 
foregoing principles. The statement of principles applicable in 

(vii) 



the teaching of spelling, the type lessons suggested for the several 
grades, and the cautions and suggestions associated with individual 
words should tend to make the teacher's daily preparation less 
difficult and more effective. 

The Spell-to-Write Spelling Books are the result of years of 
research in the university seminar and of experimentation in the 
elementary school as a laboratory. The Manual has been pre- 
pared in response to the universal call of teachers for definite 
help in the teaching of spelling. 

Ambrose L. Suhrie. 

Robert Philip Koehler. 



(viii) 



ACKNOWLEDGMENTS 

The authors gratefully acknowledge their indebtedness to 
many teachers and research students in education, the results of 
whose investigations have been used in the preparation of the 
Spell-to- Write Spelling Books and the accompanying Manual for 
Teachers: to Leonard P. AjTes, W. Franklin Jones, Frederick 
Burk, Studley and Ware, H. J. Smith, and Cook and O'Shea for 
assistance in the identification of those words which are basal to 
a spelling vocabulary — the words comritonly used in writing; to 
A. Duncan Yocum for his analysis of the factors of spelling method 
and for access to the unpublishe d results of investigations carried 
on for a dozen years in his university seminar in efficiency of 
methods; to thousands of public school teachers, principals and 
superintendents in different sections of the country for cooperation 
in the collection of spelling errors; and to many individual teachers 
and psychologists for suggestions concerning preventive and 
corrective treatment of such errors. 

They desire to express their appreciation to Rebecca Coffin, 
Acting Principal of the Elementary Department of the Lincoln 
School of Teachers College; to Doris T. Wright, Teacher of 
English in the William Penn High School, Philadelphia; to Edwin 
W. Adams, District Superintendent of Schools, Philadelphia; 
to Robert C. Shaw, Superintendent of Schools, Westmoreland 
County, Pennsylvania; to Orson W. Ryan, Superintendent of 
Schools, Carbon County, Utah; to Eleanor Lally of the Depart- 
ment of English in the Cleveland School of Education; to Inez 
Lawless, Principal of the Observation Department of the Cleve- 
land School of Education; and to Helen Brett, Demonstration 
Teacher in the same department, who have given valuable assist- 
ance in the collection and preparation of material presented in the 
texts and manual; and to Garry C. Myers, of the Department of 

(ix) 



Psychology, Lester Black, of the Department of Education, Ida 
M. Deighton, Principal of the Bolton Training Department, and 
Katharine C. McCarty, Supervisor of Training in the same depart- 
ment, of the Cleveland School of Education; to Fannie W. Dunn of 
the Department of Elementary Education, and Mabel Carney of the 
Department of Rural Education, Teachers College, Columbia Uni- 
versity; to Stanley S. Swartley of the Department of English, Alle- 
gheny College; to Finley M. K. Foster of the Department of Eng- 
lish, Delaware College; to Carl YJ. Aretz, Supervising Principal, 
Rutledge Elementary School, Philadelphia; to H. H. Ryan, 
Principal Ben Blewett Junior High School, St. Louis; to Francis N. 
Maxfield, Director of the Division of Psychology, and Orton C. 
Lowe, Director of the Division of English, in the Pennsylvania 
State Department of Public Instruction; to Charles H. Fisher, 
Principal of the Bloomsburg State Normal School, and to Rox- 
anna Steele, Head of the Training Department, in the same school; 
to Clarence D. Stratton, Director of English, Cleveland Public 
Schools; to May McKitrick, Head of the Department of Eng- 
lish, East Technical High School, Cleveland; to James F. Hosic, 
Department of Education, Teachers College, Columbia University; 
to Mary E. Pennell, Assistant Superintendent of Schools, Kansas 
City; to Frank P. Graves, President of the Univershy of the State 
of New York; to Florence E. Bamberger, Department of Educa- 
tion, Johns Hopkins University; to Henry Holmes, Department of 
Education, Harvard University; to Frank E. Spaulding and to 
George S. Counts, Department of Education, Yale University; 
to Harry G. Paul, Department of English, University of Illinois; 
to Leonard P. Ayres, Secretary of the Cleveland Foundation; to 
Frank W. Ballou, Superintendent of Schools, Washington, D. C. ; 
to William D. Lewis, Deputy State Superintendent of Public 
Instruction, Pennsylvania; and to John W. Withers, Dean of the 
School of Education, New York University, for a critical reading 
of proofs of the Manual. 



(x) 



CONTENTS 

CHAPTER PAGE 

I. Two Problems in Spelling 1 

II. What Words Shall We Teach? 2 

III. Psychological Basis of Spelling Method 7 

IV. Principles of Spelling Instruction 15 

V. Specific Help to Teachers 23 

Supervision of Study and Review 23 

Method of Study for Pupils 23 

Use of the Spelling Pocket 24 

Development of a Spelling Conscience. ... 24 

Preparation and Conduct of Lessons 25 

Suggested Lesson Plans and Individual Lesson 

Helps 29 

First Year 31 

Second Year 55 

Third Year 103 

Fourth Year 153 

Fifth Year 203 

Sixth Year 251 

Seventh Year 299 

Eighth Year 351 

VI. Measurement of Results in Spelling 406 

Ayres Measuring Scale 

Appendix 407 

Selective Bibliography 407 

Exercises in Use of Dictionary 40S 

Pronunciation Key 412 

Sample Error Cards 415 

Jones' One Hundred "Spelling Demons" . . 420 

Index 421 

Teacher's Spelling Pocket (Inside Back Cover) 
(xi) 



TO THE TEACHER 7/HO USES THIS BOOK: 

The preparation of this Manual as a digest of princi- 
ples of spelling instruction and of successful class room 
practice has been made possible through the cooperation of 
thousands of teachers, urban and rural, in all sections of 
the country. Many of you who read this page have contrib- 
uted directly to the formulation of these principles, or 
to the inductive identification of difficult- words and 
their troublesome parts, or have suggested methods for 
teaching particular word-s which have been found to present 
especial difficulty. 

If you have not had a part in the waking of this 
teacher's handbook, you may nevertheless add to its future 
usefulness and to the effectiveness of the helps it aims 
to offer. A digest of this sort should never be regarded 
as finished. Revisions and additions must, from time to 
time, be made, as scientific investigation and successful 
practice point the way. The material improvement of this 
Manual in each subsequent edition will depend in a large 
measure upon the cooperation and constructive criticism of 
all of you who use it and the text* in the class room. 
For example, your method for teaching some especially dif- 
ficult word or group of words might, if rao*re widely known 
and used, mean economy of time to hundreds of teachers and 
thousands of pupils. In like manner you might profit by 
the successful experience of other teachers. 

If you will communicate your suggestions to the au- 
thors, in care of the publishers, they will gladly continue 
to serve as a clearing house for suggestions tending toward 
the improvement of spelling instruction. 

Gratefully and sincerely yours, 




j&e+MtytAtU-, 



(xii) 



CHAPTER I 
Two Problems in Spelling 

Of all subjects taught in elementary schools, spelling has 
received the most widespread and persistent criticism with regard 
to the results achieved. This criticism has arisen in part from 
a common though erroneous impression that the instruction given 
in the schools of a generation ago universally produced good 
spellers,* and in part from the fact that many students of the 
present generation are unable, upon graduation, to spell the com- 
mon words they have occasion to use in writing. 

As a matter of fact there is conclusive evidence that good 
spelling is more prevalent to-day than it has been at any time 
in the past. Teachers everywhere have earnestly endeavored 
to improve the character of spelling instruction, with marked 
success. The fact, however, that many schools continue to 
graduate students who are unable to spell common words of 
frequent use in writing, prompts a careful consideration of the 
two major problems involved in spelling instruction, namely, 
(1) the selection of words to be taught, and (2) the development of 
effective methods of teaching and of study. 



*See Riley, J. R., We Springfield Tests, lS-iO-1905, Springfield, Massachusetts (1914): 
papes 7-12. 



CHAPTER II 

What Words Shall We Teach? 

The unabridged dictionary contains approximately a half 
million words. Should we teach children to spell all of them? 
To do £0 would mean teaching 350 new words a day for eight 
years. Since we cannot teach the spelling of all words in the 
English language, obviously the first question of importance is, 
4i What words shall we teach?" Its answer involves a considera- 
tion of the fundamental aims of spelling as a school subject. 
Why do we teach spelling? What is its purpose in the curriculum? 

The Four Vocabularies 

Intercommunication, which is necessary to existence itself, 
is possible only through language. In civilized society, language 
involves the use of words. In his experience with words, each 
literate individual develops at least four differing, though not 
mutually exclusive, vocabularies: 

(1) a hearing vocabulary, 

(2) a speaking vocabulary, 

(3) a reading vocabulary, 

(4) a writing vocabulary. 

That is, there are words which he learns to recognize and to know 
the meaning of when he hears them spoken; these words make 
up his hearing vocabulary. There are words which he learns to 
use intelligently in speech; these words make up his speaking 
vocabulary. There are words which he learns to recognize when 
he sees them in print or in script; these words make up his reading 
vocabulary. Finally, there are words which he uses when he 
expresses his thoughts in writing; these words make up his writing 
vocabulary. 

2 



It is evident that these four vocabularies necessarily overlap. 
In many cases the same word may occur in all four groups. Most 
people, however, are able to recognize many words which they 
read or which they hear, but w T hich they do not normally use in 
speaking or in writing. The following chart is intended to illus- 
trate graphically the overlapping character of the four vocabu- 
laries of a typical literate adult and the relative number of words 
in each.* 




Graphic Illustration of the Overlapping Character of (A) the Read- 
ing Vocabulary, (B) the Hearing Vocabulary, (C) the Speaking 
Vocabulary, and CD) the Writing Vocabulary of a Typical Lit- 
erate Adult. 

Most of us write much less frequently than we speak. In 
writing we address ourselves to a more limited number of people 
and we discuss a less varied range of subjects. Furthermore we 
do not, in spontaneous writing, use words which we have not 
previously heard, seen, or spoken. The writing vocabulary, 
therefore, naturally lags behind the others in its development 
and always remains the smallest of the four vocabulary groups. 



* There undoubtedly is wide variation among individuals in the size relationship of 
these vocabularies. For example, the hearing vocabulary of a given individual may contain 
more words than hie reading vocabulary. This size relationship will depend upon such fac- 
tors as degree of literacy, amount and scope of reading, frequency of attendance at lecture*, 
extent of contact with people, etc. 

3 




"The Futility of Some of the Spelling Grind" 
Attempting to learn these While misspelling these 

spectacle 

legacy 

lurid 

buoyant 

linear 

aggrieve 

superlative 

romantic 

obstinate 



Illustration Adapted prom Report Des Moines Public Schools 
By Permission op J. W. Studebaker, Superintendent 

Spelling Is Necessary Only in Writing 

For most individuals, the spelling of words is necessary in 
only one of these four vocabularies — the writing vocabulary. One 
may read a newspaper, a magazine, or a book, grasp the thought 
completely, and yet be unable to pass a spelling test made up of 
the words he has read. Or he may listen to a lecture and compre- 
hend it fully without being able to spell the words which the 
speaker uses. Children and foreign-born adults may and fre- 
quently do learn to speak English perfectly without learning the 
names or the sequence of the letters in the words which they use. 
But when an individual writes, he should be able to spell the 
words he needs to use — the words of his writing vocabulary. 

There are many other aspects of word study, each important 
in its proper place in the development of one or another of the 
four vocabularies; but the justification of spelling as a subject in 
the curriculum is its practical usefulness in written communication. 
Since its specific purpose is to give children tools with which they 
may express themselves in writing, spelling lists should contain 
words for the writing vocabulary only. 



Words Commonly Used in Writing 

The first noteworthy attempt to identify, for purposes 
of spelling instruction, the words which make up the writing 
vocabularies of adults was made in 1914 by Leonard P. Ayres.* 
Dr. Ayres collected 2000 personal and business letters and 
tabulated words occurring in them. His published results 
indicate 

(1) that a total of only 2001 different words was used; 

(2) that 10 words with their repetitions made up more 

than 25 per cent of the total number of running 
words; 

(3) that 50 words (49 of them monosyllables) with their 

repetitions made up more than 50 per cent of the 
total number of running words; 

(4) that 1000 words with their repetitions made up more 

than 90 per cent of the total number of running 
words. 
This last group of words Dr. Ayres designates as the 1000 words 
most commonly used in writing. 

In the same year W. Franklin Jones published at the 
University of South Dakota the results of an exhaustive study 
in the writing vocabularies of children.* From each of 1050 
children distributed over four states, he collected 75 to 100 
compositions and letters, written upon selected and varied 
subjects and averaging approximately 200 words in length. 
In more than 75,000 compositions totaling 15,000,000 running 
words, written by 1050 children, he found that 4532 different 
words were used. 

The results of similar investigations have been reported by 
Frederick Burk, Cook and O'Shea, H. J. Smith, and others. 

From all of these studies the evidence is conclusive that 
"comparatively few words do most of our work when we ivrite," 
and that the identification of a limited foundation vocabulary 
for spelling has become a possibility. 



* See Selective Bibliography, p. 407. 
2 



A Basal Spelling Vocabulary 

A comparative analysis of the results of the available scien- 
tific investigations of the writing vocabularies of children and 
adults indicates with considerable definiteness the words which 
go to make up a basal writing vocabulary. In the light of this 
analysis, the question which heads this chapter can be answered. 
We should teach all children to spell the words of this basal writing 
vocabulary: — words for which they will have assured use in writing. 
The mastery of these words must be made definite and certain. 
Their correct spelling must become automatic. 

Special and Individual Spelling Needs 

It should not be inferred, on the other hand, that the mastery 
of a foundation writing vocabulary will meet all the spelling 
needs of all children and adults. The school must make further 
provision. Beyond this basal vocabulaiy, however, spelling needs 
are largely individual, and may vary widely, many of them also 
may be only temporary. Economic provision for meeting these 
special needs can not be made by overloading spelling lists for 
class or group study. Such needs must be met by training each 
pupil in an effective method for acquiring the correct spelling of 
additional words as he comes to need them while in school or 
after leaving school. 

Such a spelling program consistently carried out will meet 
every demand which can reasonably be made upon the school. 



CHAPTER III 

Psychological Basis of Spelling Method 

The aim of spelling instruction is to assist the learner to 
develop the habits of spelling correctly in written form the words 
of his individual writing needs. The problem of spelling method 
is that of utilizing every possible suggestion which psychology 
can offer 

(1) to help the pupil to become letter perfect in the written 

spelling of all words which belong to a basal writing 
vocabulary, and 

(2) to insure his ready acquisition of such additional 

words as he may need to use in writing while in 

school and after leaving school. 
Satisfactory results in spelling are not ordinarily achieved 
without teamwork between teachers and pupils. Successful 
teamwork involves active, intelligent cooperation and a work- 
ing knowledge of the rules of the game. In this case, the rules 
of the game are those laws of learning which have direct bearing 
upon learning to spell. 

How We Get Our Knowledge of Words 

We get our knowledge of word forms through the senses. 
The child's first definite impressions of words come to him through 
the ear as "sound forms" or spoken words. If in this waj' he 
gains a sufficiently distinct and persistent impression of any 
given word, the result is known as an "auditory image". This 
"image" may be recalled thereafter as "the ivay the word sounds". 

When he learns to pronounce the same word, he gets another 
auditory image of it from hearing his own voice. In addition, 
he forms a new kind of impression of it through the movements 



of his vocal organs. If this impression is reasonably well defined, 
the result is a "speech-motor image" of it. This "image" may 
be recalled thereafter as "the way it feels to say the word". 

When he learns to read, he gets still another kind of impres- 
sion of the same word. If this impression is sufficiently vivid, 
the result is a "visual image", and this mental picture of the 
word may be recalled thereafter as "the way the word looks 1 '. 

As a result of one or more of these three types of impres- 
sions (auditory, speech-motor, and visual), he has probably 
gained enough familiarity with the word as a whole to recognize 
it by sound or by sight. Frequently, however, the composite 
of images which results from these three different types of impres- 
sions is not sufficiently definite to enable him to write the word 
correctly or to recognize a given spelling of it as correct or incorrect. 

This stage of progress in the knowledge of certain words 
or word forms is normally reached by children about the mid- 
dle of the first year in school if reading has been taught by a 
word method or by a sentence method 

How We Learn to Spell 

When the pupil begins to write — and not until then — the 
actual need for spelling arises. His first step in learning to spell 
a word is the acquisition of definite images of its parts in relation 
to the word as a whole and of the sequence of its letters. 

When he hears the word spelled orally, he may note the 
succession of letters, and form an auditory image of "the way 
the letters sound when named in their correct order". In like 
manner, when lie names these letters in spelling the word, 
he may note their order, and form a speech-motor image of "the 
way it feels to spell the word aloud". When he looks at the word 
in printed or in written form, he may note the order of letters, 
and may form a visual image of its parts as syllables or as letters. 
In his efforts to learn to write the word correctly, he may make 
use of all the types of images and associations thus far gained in 
order to get the proper letters in their proper places. In actually 
writing the word, he begins the formation of a new type of image 



— the "hand-motor image" — which he may recall as "the way it 
feels to write the word". 

In connection with any one or more of these four types of 
images (auditory, speech-motor, visual, and hand-motor), asso- 
ciations may be formed which will aid in spelling the word. In 
strengthening and reinforcing the composite of images to the 
point where it automatically controls the writing of the word, 
correctly spelled, no two individuals follow the same procedure. 
The method pursued by each depends upon his native tendencies 
and his acquired abilities in gaining lasting impressions. 

Types of Learners 

Some pupils are eye-minded; that is to sa}', they get their 
strongest impressions through their eyes; it is most natural for 
them to analyze a word by sight — to look at the order of its letters, 
to try to recall "the way the word looks" and to attempt to write 
it as it appears to the eye. Those who get in this way their 
controlling images of the order of letters are called "visualisers". 

Other pupils are ear-minded; that is to say, they get their 
strongest impressions through their ears; it is most natural for 
them to analyze a word by sound — to listen to the order of its 
letters, to try to recall "the way the word sounds" when spelled 
aloud, and to attempt to write out the letters or letter combina- 
tions corresponding to the sounds of the word when it is spelled 
orally. Those who get in this way their controlling images of 
the order of letters are often called "audiles" . 

Other pupils are speech-motor-minded; that is to say, it is 
most natural for them to analyze a word into elements which 
they can associate with movements of the vocal organs made 
in pronouncing the letters or syllables. While making serious 
efforts to master a word, they consciously or unconsciously move 
the lips and other vocal organs. These movements are made 
in an attempt to establish an association between the order of 
letters and the motor sensations resulting from spelling them out. 
Those who get in this way their controlling images of the order 
of letters may be called "speech-motiles". 

9 



There are still others who may be classed as hand-motor- 
minded; that is to say, it is most natural for them to analyze a 
word into the muscular movements made in writing it. While 
engaged in an effort to get a complete and correct mental picture 
or image of the order of its letters, they trace with pen or pencil 
or with finger or hand the movements involved in writing these 
letters in order. They do this, consciously or unconsciously, to 
form an association between "the way the word looks" or "the 
way it sounds" and "the way you write it". Those who get in 
this way their controlling images of the order of letters may be 
called ' ' hand-m oliles ' ' . 

Although it is probably true that most individuals get their 
strongest impressions of word forms through some one or other 
of these four sense avenues, it is nevertheless a mistake to assume 
that all pupils may be classified rigidly as eye-minded, ear-minded, 
speech-motor-minded, or hand-mo tor-minded types. In the 
first place, a type of imagery which predominates at one time 
may later give way to another type. Furthermore, it is probable 
that some children get equally strong impressions through two or 
more sense avenues. Most children, moreover, are able to get 
helpful impressions at any period through all of the sense avenues. 
Effective instruction, therefore, involves the most varied possible 
sensory appeal.* 



* Indirect Tests for Discovering Individual Method of Learning and Illustrating the Impor- 
tance of Cumulative and Varied Sensory Impressions. 

(Suggested in part by Binet.) 

(1) Display or uncover, one at a time for two seconds each, a list of ten simple words. 
Then have each member of the group write the words he is able to recall. (2) Pronounce 
ten other simple words at intervals of two seconds. Have each member of the group write the 
words he is able to recall from the list (3) Display or uncover, one at a time for two seconds 
each, ten additional simple words. Pronounce each word at the time when it is displayed 
and have the members of the group repeat it in concert, tracing out each letter with finger 
or hand. At the end of this exercise have each member write the words he remembers from 
this list. 

Find out from each the number of words he was able to remember in each test. Pupils 
who make higher scores in (1) than in (2) are probably visualizers; pupils who make higher 
scores in (2) than in (1) are probably audiles; higher scores in (3) than in (1) or (2) suggest 
the influence of the motor factor, and illustrate the importance of cumulative and varied 
sensory impressions. 

Two or three days later have each member of the group write as many of the thirty words 
as he can recall. Check each list with the three original lists. If the tests have been carefully 

10 



The Steps in Learning to Spell a Word 

Psychologists generally agree that there are three steps in 
learning to spell a word: (1) A clear impression of the word 
and of the sequence of its letters' is gained. (2) Associations 
are formed which will aid in recalling this sequence of letters 
in relation to the word. (3) Actual writing of the word, accom- 
panied by the conscious recall of its image and its associations 
is practiced. These three processes may be analyzed as follows: 

(1) Gaining Clear Impressions 

A clear impression or image of any word must be gained 
by the learner for himself, although the teacher may assist him 
in securing it. The word may be presented by the teacher or 
studied by the pupil in its heard or in its printed or its written 
form. It may also be spoken by the learner. Pronouncing the 
word carefully and accurately, and spelling it orally give assis- 
tance. Visualizing the word and recalling its sound help to intensify 
the impression. This impression may be still further strengthened 
by the act of writing the word. 

(2) Forming Helpful Associations 

Associations which aid in recalling the image of the word 
are directly helpful to the learner only to the extent that he 
establishes them for himself. The teacher, however, or other 
learners, may assist him by suggesting associations or b} r direct- 
ing his search for them. These associations ma} r be (a) audi- 
tory, (b) speech-motor, (c) visual, or (d) hand-motor. Asso- 
ciations may also be formed which are combinations of two or 
more of thess four types, or which are combinations of any one 
or more of them with the meaning of the word. 

(a) How to form auditory associations. To form auditory 
associations, the sound of the word and of its parts must be 
carefully noted as the word is pronounced or spelled orally. An 
effort may be made to identify or to contrast sounds in this 

conducted, the results will provide an occasion for an impressive lesson on the value of cumula- 
tive and varied sensory impressions in the learning process. 

11 



word with sounds of a word or words previously learned. Some- 
times a meaning may be attached to the sound of the word, or 
to the sound of any one of its parts. 

(b) How to form speech-motor associations. Speech-motor 
associations helpful in spelling are less consciously formed than 
are some of the other types. To form them, the movements 
of the vocal organs involved in pronouncing the word or in spell- 
ing it orally are consciously or unconsciously identified with 
movements involved in the pronunciation or in the oral spelling 
of similar words previously learned, as in the case of words of 
the same phonic family. For example, if bright is learned after 
light, the movements involved in spelling orally the ight part of 
the new word may readily be identified with the movements 
involved in spelling the similar part of the word previously learned. 

(c) Hoid to form visual associations. For many pupils, 
especially after they have learned to read, visual associations 
valuable in spelling are more readily and more consciously formed 
than are any others. To form visual associations, the appearance 
of the printed or written symbol of the word must be carefully 
noted, with respect to the word as a whole, its syllables, and its 
letters. An attempt may then be made to identify (or to contrast) 
the word or any of its elements with a word or word element 
previously learned, as for example, piece with pie, business with 
sin, believe with lie. 

(d) How to form hand-motor associations. Hand-motor 
associations, like speech-motor associations, are less consciously 
formed than are auditory and visual associations. Hand-motor 
associations, however, when formed, are strongly controlling, 
for they operate directly in the writing of the word. To form 
them, the movements involved in writing the word are consciously 
or unconsciously identified with the movements involved in 
writing identical parts of words previously learned. They operate 
not only to control written form, as suggested above, but also 
to speed up the act of writing the word. 

The detailed steps in the processes here given probably are 
not all taken by each member of any group of children in forming 

12 



associations for any particular word, nor by any one of them in 
forming associations for all the words in a given list. These 
steps are not necessarily taken in any given order and those 
taken consciously by most students- are probably few in number. 
There is, however, a more or less conscious attempt to analyze 
word forms into unit elements and to associate them — that is, 
to hear the sounds in order, or to see how the letters are placed, 
or to feel the succession of speech-motor or hand-motor move- 
ments involved respectively in pronouncing the letters or in 
writing the word. These associations, once formed by any 
individual for any given word, definitely assist him in recalling 
the image of the word and in actually writing the word. 

(3) Establishing Habits through Practice 

Actual practice in writing the word and at the same time 
recalling its image and its associations constitutes the final step 
in learning to spell the word. Attentive repetition at intervals 
of increasing length will in due time make the correct writing 
of the word habitual. Long continued practice in the use of the 
word in actual letter writing, composition, note taking, etc., 
will finally make its correct reproduction in writing completely 
automatic. This is the ultimate goal of spelling instruction. 

The amount, the character and the distribution of effort 
will be determined for each pupil by his habits of study, his 
native capacity for retention, the relative difficulty of individual 
words, and other factors. However these conditions may vary, 
one thing is certain: No one may be sure that he has permanently 
mastered a given word until for a considerable period of time he 
has been able to write the word correctly in context without conscious 
attention to the order of its letters. 

Correcting Habits of Faulty Spelling 

The process of correcting the habit of misspelling any word 
is not fundamentally different from the process of learning to 
spell a new word. The same laws of learning obtain. The 
problem, however, is complicated by the necessity for breaking 

13 



down the habit already formed. The new habit of spelling 
the word correctly must supplant the old habit of spelling it 
incorrectly and must itself become established: (1) A new and 
correct impression or word image must be acquired. (2) New 
and more adequate associations must be formed and must be 
recalled again and again until they become more controlling 
then the old incorrect associations. (3) Attentive drill and 
practice in using the word in writing must be continued until the 
habit-of-writing-the-word-correctly-spelled has become automatic. 

Habit Formation through Spelling Method 

Since good spelling can be achieved only by the formation 
of hundreds of specific associations and habits, the mastery of 
any chosen list of words, by any group of children, with the 
minimum investment of time and effort is chiefly dependent 
upon the skill with which the teacher leads them to utilize all 
the psychological factors involved in the learning process. 



14 



CHAPTER IV 

Principles of Spelling Instruction 

This chapter contains a formulation of the more important 
principle? or laws of learning, with statements of their specific 
application in teaching and in learning to spell. They are num- 
bered for cross reference in Chapter V. Since these principles 
have equal value for pupils and teachers, in the introduction 
to each year's work in the text and at many places throughout 
each of the books of the series, pupils are given pointed suggestions 
concerning the operation of these laws in the learning process. 
The development of effective methods of teaching and of study 
calls for their intelligent and persistent application. 

Necessity for Real Teaching 

§ 1. Words must be taught, not simply assigned for study 
and then pronounced by the teacher in formal (and perfunctory) 
tests. 

Definite and Correct Impressions 

§ 2. The first step in learning to spell a word is to get a clear 
and definite sensory impression of it. 

§ 3. There are four simple types of mental images of words: 
auditory, speech-motor, visual, and hand-motor. Two or more 
of these images may reinforce one another in forming a composite 
of images of the word, helpful in learning to spell it. (See Types 
of Learners, page 9.) 

§ 4. Since the first definite impression of the spelling of a 
word tends to persist, it is important that this first impression 
be of the correct form of the word. 

15 



Prevention of Errors through Elimination of Guessing 

§ 5. Any spelling or writing exercise which involves the 
necessity for guessing at unfamiliar words may result in incor- 
rect spelling. Such incorrect spellings tend to persist. (See 
Oral Spelling Contests, § 49.) 

§ 6. Encourage pupils below the fourth year to ask how 
to spell any difficult words which they may need to use in writing. 
Place such words on the blackboard so that they may be copied 
if needed. Train pupils in the fourth year and above to consult 
the dictionary when in doubt as to the correct spelling of a word. 
(See Appendix, Exercises in the Use of the Dictionary.) 

§ 7. The probable need of pupils for certain new or difficult 
words in connection with any given written exercise (other than 
the spelling test) may often be foreseen. Such words should be 
written on the blackboard, immediately in advance, in order that 
they may be copied, if needed. 

§ 8. In the lower grades, a preliminary test given to deter- 
mine the degree or the kind of difficulty which certain words 
present, involves random guessing. It is therefore an unsafe 
practice to conduct such tests frequently in these grades, (For 
preliminary tests in the upper grades, see § 35.) 

Spelling and Meaning of Words 

§ 9. It is uneconomical to attempt to teach the spelling 
of a word before its meaning and use have been learned. 

§ 10. The most effective method for fixing the meaning of 
words is their use in phrases or sentences; dictionary definitions 
are necessarily formal and frequently are beyond the compre- 
hension of children. 

Homonyms 

§ 11. Words which are pronounced alike but which differ in 
spelling, in meaning, and in use (for example, there and their) should 
not be taught for the first time in the same lesson. The initial 
presentation of two or more homonyms in the same lesson usually 
results in confusion. (For correcting misuse of homonyms, see §41.) 

16 



§ 12. Homonyms should always be taught and reviewed in 
context. They are for the most part not inherently difficult to 
spell but are difficult to associate with their proper use. The cor- 
rect associations for such words cart best be established by prac- 
tice in writing them in phrases and sentences. (See Lesson 31G.) 

Spelling and Pronunciation of Words 
§ 13. Correct pronunciation — both heard and practiced — 

with distinct enunciation of syllables is, in the case of many 

words, an aid in learning to spell them. 

§ 14. Much faulty spelling is due to mispronunciation. Have 

pupils pronounce each word distinctly, but without exaggeration, 

before they attempt to spell it orally. 

§ 15. Phonetic grouping of words is an aid in learning to 

spell. (See Partial Lesson Plan A on page 34.) 

Syllabication in Spelling 

§ 16. Since- children cannot ordinarily recognize the order 
of more than three to five letters at a single glance, in teaching 
a word it is well to indicate in some fashion its syllables. This 
should be done in such a way as not to impair the image of the 
word as a whole. (See Suggested Lesson Plan A on page 32.) 

§ 17. Frequent drill upon the syllabication of common 
words is profitable as a means of teaching pupils where such 
words may be divided when necessary at the end of a line. 

Utilizing All Possible Sensory Avenues 

I 18. In teaching words, it is desirable to make the widest 
possible sensory appeal. This appeal should include 

(a) oral spelling for "audiles" and speech-motor types; 

(b) study of the word in printed or in written form for 

" visualizers"; 

(c) written spelling for all types, after pupils have learned 

to write. 
(See Suggested Lesson Plan A, page 32.) 

§ 19. Since children, before they learn to read and write, 
get their entire knowledge of words as words through auditory 

17 



and speech-motor impressions, their facility for thus gaining 
definite impressions should be utilized. Oral spelling as a means 
to an end is justifiable, therefore, with younger pupils. With 
older pupils, emphasis should be placed upon the study of written 
or printed forms (visual method) and upon actual writing of the 
word (hand-motor method). 

§ 20. In the case of phonetic words, auditory and speech- 
motor methods of drill (that is, oral spelling) have certain advan- 
tages; in the case of non-phonetic words, the visual method of 
drill (study of written and printed forms) is advisable. In the 
case of all difficult words, the hand-motor method of drill is 
essential in establishing habits of correct written spelling. 

§ 21. No single method is all-sufficient for any one indi- 
vidual. Since each additional image tends to reinforce the 
others, the utilization of all types of word imagery (auditory, 
speech-motor, visual, and hand-motor) is desirable. (See page 10.) 

Danger in Oral Spelling 
§ 22. In oral spelling drill, care must be taken by the teacher 
to control the correctness of form. Every misspelling has the 
effect of a drill upon a wrong form of the word misspelled. (See 
Suggested Lesson Plan A, page 32. See also Oral Spelling Con- 
tests, § 49.) 

Difficult Words and Troublesome Parts 

§ 23. The relative difficulty of words should determine the 
distribution of time and effort in teaching and study. Give 
major attention to words which present real difficulty. (See 
§ 42 and § 43.) 

§ 24. The emphasis in teaching, study and review of hard 
words should be upon the parts which present greatest difficulty. 
(See treatment of separate, Lesson 416.) 

§ 25. Silent letters should be emphasized in oral and written 
spelling. (See treatment of wrong, Lesson 62.) 

§ 26. The analysis of a troublesome word for the purpose 
of discovering its specific difficulty or difficulties is an important 
step in learning to spell the word. 

18 



§ 27. The identification of the troublesome part or parts 
of a difficult word by the pupil, the formation of helpful asso- 
ciations for the sequence of its letters, and attentive drill will, 
in due time, establish for him the habit of spelling the word 
correctly. 

Forming Helpful Associations 

§ 28. The search for associations to fix the correct spelling 
of troublesome words is always a profitable exercise for teacher 
and pupil. (See orchard, Lesson 675.) 

§ 29. Interest in spelling may be aroused and sustained 
by making every difficult word a class problem in the search 
for associations which may prove helpful to individuals in estab- 
lishing for each the correct order of letters. 

Reviewing Words 

§ 30. Review, in order to be effective, must be accompanied 
by active attention on the part of the learner. 

§ 31. Reviews of words which present any real difficulties 
should be frequent and should be continued over a considerable 
period of time, at intervals of increasing length. 

§ 32. Each individual pupil should review any given word 
with a frequency which corresponds to the degree of difficulty 
of that word for him. 

Testing Spelling and Checking Errors 

§ 33. The class test (following instruction, group study, or 
independent study) should be, whenever possible, a dictation 
exercise composed of sentences or phrases containing the test 
words. Such exercises will tend to make the correct written 
spelling of words in context more nearly automatic. 

§ 34. The purpose of a review test should be to help the 
pupil to ascertain the degree of his retention of words, and to 
provide for him additional drill in spelling them in written context. 

§ 35. In the upper grades where corrective work is often 
necessary, a preliminary test may furnish an indication of bad 

19 



spelling habits and a basis for the proper diagnosis of the diffi- 
culty of particular words for individual pupils. (See § 8.) 

§ 36. Each pupil may benefit greatly by the exercise of 
checking his own spelling paper, if he understands that the exercise 
is conducted for the express purpose of helping him to discover 
his mistakes so that he may correct them, and not for the purpose 
of determining his class mark or grade. (See page 205.) 

§ 37. Above the fourth year, an expeditious method of 
checking spelling papers is that of having the words spelled 
orally to the class by the teacher or by some pupil whose paper is let- 
ter perfect. Each word should be pronounced distinctly and spelled 
slowly by syllables. (See Suggested Lesson Plan E, page 204.) 

(If pupils understand that they are not competing with one 
another and that they will not be given a class grade on the 
exercise, their honesty as well as their accuracy may, for the most 
part, be relied upon. Occasionally the teacher should check up 
on the accuracy factor.) 

§ 38. The exchange of spelling papers in class for the purpose 
of checking is an unsafe practice. It involves danger in that a 
pupil whose image of the correct form of a word is not yet well 
defined may be confused by seeing the word misspelled. The 
same danger arises when children are sent to the blackboard to 
write words or sentences from dictation, if the attention of the 
class is directed, intentionally or unintentionally, to the mis- 
spelling of any word. 

Spelling Errors and Their Correction 

§ 39. Spelling errors may be divided roughly into two classes: 
(1) chance errors, resulting from carelessness or "slips of the 
pen", and (2) errors resulting from incorrect sensory impressions 
and faulty word images. Errors of the first class can be pre- 
vented or corrected by the maintenance of high standards in all 
written work; errors of the second class should receive specific 
corrective treatment — re-presentation, additional study and ade- 
quate review. (See Development of a Spelling Conscience, page 
24, and Correcting Habits of Faulty Spelling, page 13. 

20 



§ 40. Ohecking pupils' spelling papers is not correcting 
their spelling errors. Checking only discovers errors. The actual 
correction of an error may be accomplished only by the indi- 
vidual who misspelled the word. . One can correct only one's 
own errors or habits, not those of another. Correction involves 
the formation of new spelling habits through effective teaching and 
independent study and review. 

§ 41. In the case of students in the upper grades who have 
formed wrong associations for certain homonyms, correct asso- 
ciations may be established by contrasting such words as to their 
use and drilling upon them in written context. (See § 11 and § 12.) 

§ 42. Each pupil should keep an individual list of all common 
words which he has misspelled or which have been unusually 
difficult for him to learn. He should review these words again 
and again until he has surely mastered them. As soon as he has 
mastered any word, he should strike it off the list. (See Use of 
the Spelling Pocket, page 24.) 

§ 43. Common words of such inherent difficulty as to be 
misspelled persistently by many pupils, should be placed by 
the teacher on a list of "spelling demons". Ample time should 
be given to the search for helpful associations and to the drill 
necessary to establish the correct spelling of each. (See page 24.) 

Perfunctory Rewriting of Words 

§ 44. The perfunctory rewriting of a word any number of 
times not only is a waste of effort, but is positively injurious 
to good spelling habits. Mere repetition, in any form, without 
active attention is mental dissipation. 

Interest in Spelling and Vocabulary Development 

§ 45. Concentration of effort in learning to spell a word or 
a group of words can best be secured by providing some real 
incentive, such as an immediate need to use the word or words 
in writing, or by arousing in each pupil the desire to surpass 
his own previous spelling record. 

§ 46. Cheating in spelling tests may be largely eliminated 
3 21 



by having each pupil compete with his own previous spelling 
record rather than with other pupils. 

§ 47. Words recently studied may profitably be used in 
writing letters and stories. Through such exercises children 
come to realize the practical value of learning to spell. More 
important still, opportunities are thus provided for fixing the 
correct spelling of words by their immediate and spontaneous 
use in writing. 

Value of Pictures 

§ 48. An attractive picture full of interest to children and 
telling a story which involves the use of words recently studied 
in spelling is a valuable basis for composition or letter writing. 
Three principal advantages accrue from the right use of such 
pictures: (a) Occasions are provided for the more or less spon- 
taneous use of certain selected words. (6) Through the use of 
these words in writing, the habits of spelling them correctly 
tend to become established, (c) Through such practice, the words 
selected tend to become incorporated into the writing vocabularies 
of the pupils who use them. (See Lessons 200, 317, 778.) 

Oral Spelling Contests 
§ 49. Oral spelling contests have their chief value as a means 
of arousing interest. Their indiscriminate use is attended by 
great dangers. As an indication of ability to spell in writing, 
they are very unsatisfactory. Furthermore, the number of 
misspellings to which pupils are exposed in the course of such 
contests, with the mental confusion which results from these 
misspellings, may easily operate to undo the beneficial results of 
much previous study and review. (See § 5 and § 22.) 

Spelling Rules 
§ 50. Rules for spelling have almost no direct value. A 
few of them may have indirect value in calling the attention of 
pupils to the particular parts of words which present difficulty. 
Generally speaking, however the teacher may well avoid any 
reference to them. 

22 



CHAPTER V 

Specific Help to Teachers 

This chapter (together with such parts of other chapters 
as are specifically indicated by cross references) is intended to 
give direct help to teachers who use this book series. It con- 
tains definite suggestions for teaching children how to study 
spelling, for preparing and conducting particular lessons, and for 
teaching specific words which are troublesome. 

Supervision of Study and Review 

Since spelling habits are purely personal, each individual 
must acquire them by his own efforts. They can not be given 
to him by some one else. However, the formation of these habits 
can be directed and to a large extent controlled by skilful instruc- 
tion. It is interesting to note that as pupils are taught to study 
spelling, the need for instruction in spelling decreases. A very 
great economy of time, therefore, results from teaching pupils how 
to study spelling. 

Method of Study for Pupils. At the beginning of each year's 
work in the texts, the pupil is given a method for study suited 
to his grade. Throughout the series there is a cumulative recur- 
rence of suggestions and directions for independent study. These 
suggestions aim to help each pupil 

(1) to diagnose his spelling difficulties; 

(2) to search for associations to fix the correct spelling 

of difficult words; 

(3) to review words with a frequency which corresponds 

to the degree of their difficulty for him; 

(4) to make effective use of the dictionary; 

23 



(5) to acquire a method for learning to spell new words 

as he comes to need them in his writing, either 

while in school or after leaving school. 

The success of the individual pupil in these five directions 

will depend chiefly upon the effectiveness with which the teacher 

reinforces these suggestions as they occur in the pupil's book. 

Use of the Spelling Pocket. The spelling pocket which is 
pasted on the inside of the last cover of Books II, III, and IV is a 
device to which frequent reference is made in the texts. The 
teacher should endeavor to develop in every member of the 
class the definite habits 

(1) of entering on a list to be kept in his spelling pocket ; 

every word he has misspelled in his spelling tests 
and in his ordinary writing; 

(2) of reviewing daily the words in this list; 

(3) of striking from the list the words which, by intelli- 

gent study and persistent review, he has com- 
pletely mastered. 
For the convenience of the teacher, a pocket has been similarly 
placed in this Manual. This pocket will serve as a carrier for 
the list of those words which are so persistently misspelled by 
pupils as to make frequent class review imperative. (See § 43. ) 
Development of a Spelling Conscience. One of six recom- 
mendations in regard to spelling instruction made bj r a special 
committee of the Iowa State Teachers' Association in 1915 follows : 
"Pupils should be trained not to allow themselves to leave a 
piece of written work until they knoiv the spelling is correct." 
The development of this "spelling conscience" may be promoted 
by the teacher through 

(1) insistence upon careful and accurate written work; 

pupils must be given ample time to Iodic over their 
written work before being required to hand it in; 

(2) recognition of and praise for written work which is 

free from spelling errors; 

(3) elimination, in so far as possible, of guessing at the 

spelling of words (see § 5, § 6 and § 7, Chapter IV); 
24 



(4) training pupils to make adequate and timely use of 

the dictionary; and 

(5) provision for the keeping of personal lists of trouble- 

some words for individual review and drill. 

Preparation and Conduct of Lessons 

Under this heading are given the directions and suggestions 
associated with each of the lessons in the complete book series. 
The helps offered in this chapter are intended to be suggestive, not 
prescriptive. Every teacher who uses this manual should con- 
tinue to study independently all the factors of method which 
have possible application in the field of spelling instruction. 

A brief explanation of the mechanics of organization and 
typing follows. 

Lesson Numbers. Each numbered lesson in the book series 
is treated under a corresponding lesson number in this chapter. 

New Words. Following the word Teach in each numbered 
lesson where it occurs, are given words introduced for the first 
time into the text. These new words are divided into syllables.* 
Their pronunciation is given in parenthesis, f Troublesome parts 
of many words are indicated. Suggestions are given for the 
specific treatment of many of these words. 

Boldface Type. In the case of many difficult words in which 
troublesome parts are distinctly localized at the beginning or at 
the end (examples: wrong, lamb, know); or within the body of 
the word (examples: separate, forenoon); or in a given unfamiliar 
sequence of letters (examples: straight, once); and also in the case 
of certain difficult words in which there is a wrong tendency to 
double the single consonant (examples: ivriting, rebel); or to use 
a single consonant instead of the double (examples: beginning, 



* This is done for the convenience of the teacher. Words should not be presented in 
this form to pupils. Such procedure "would tend to give the pupil a faulty impression of 
the word as a ■whole. 

t This is done also for the convenience of the teacher. The correct pronunciation of each 
word should be insisted upon regardless of whether it makes the spelling of the word *n question 
easier or more difficult. The phonetic spellings of words, given in parenthesis, should not bo 
referred to in the lower grades since such practice might result in some confusion in spelling. 

25 



misspell) ; also in the case of syllables in which there is a tendency 
to add a superfluous letter (example: develop) or to omit a 
letter (example: turkey), on the first appearance of the word in 
question, boldface type is used to indicate the principal difficulty 
or difficulties. * 

Dictation Exercises. At many points throughout the Indi- 
vidual Lesson Helps, dictation exercises are given. These exer- 
cises are intended to suggest a type of drill or spelling test, 
which may at the discretion of the teacher be used in connection 
with each day's lesson, particularly with certain words which can 
best be learned by practice in writing them in context. In the 
lower grades such exercises are confined chiefly to phrases and 
short idiomatic sentences and occur in any lesson in which homo- 
nyms are introduced. In the upper grades, these exercises some- 
times include whole paragraphs. (See Lesson 992, page 303.) 

Key to Pronunciation. A partial key to pronunciation is 
printed at the bottom of each pair of opposite pages in the sections 
cf the Manual devoted to lesson helps; a complete guide to pro- 
nunciation is given in the Appendix. 

Review Words. Following the word Review in each num- 
bered lesson where it occurs, is given a list of words in that lesson 
which have previously been introduced into the text. Those 
words in this list, which on their first occurrence, have been specif- 
ically treated in the Manual are, upon successive appearances in 
that year and generally upon initial appearances in succeeding 
years, followed by a numeral in parenthesis indicating the lesson 
number under which the treatment was suggested. These num- 
bers will enable the teacher to consult the reference as a specific 
preparation for re-teaching and reviewing such words. 



* It is obviously impossible to indicate in this way all the difficulties which call for pre- 
ventive or corrective treatment. The word superintendent furnishes a good example. While 
there are two principal difficulties in this word which can be definitely identified, — namely, 
the i in the third syllable and the e in the last syllable, — there are also many other difficulties 
(due in large measure to faulty pronunciations and to the unusual length of the word) 
which account for scores of different ways of misspelling the word. The parts of words 
marked by the use of boldface type for the special attention of the teacher have been 
determined inductively by the examination of hundreds of misspellings of individual words so 
treated. See Spelling Error Cards, page 415, in the Appendix to thia Manual. 

26 



Exercises in Use of Dictionary. Exercises in the use of the 
dictionary for children in the fourth j T ear and above are given 
in the Appendix to this Manual. Numerous references to these 
drill exercises will be found in the Individual Lesson Helps. 

Cross References to Chapter IV, the "Principles of Spelling 
Instruction," occur in many places in the treatment of lessons 
These numerals are in all cases preceded by the section symbol (§); 
for example, "See § 31, Chapter IV," in Lesson 141 refers the 
teacher to the "principle" set forth in Section 31 in Chapter IV. 

Pedagogical Precepts. Briefly stated applications of prin- 
ciples of teaching and laws of learning and practical suggestions 
to the teacher are printed in italics at the tops of many of the 
pages. These may or may not refer specifically to the teaching 
problems on the same page. 

Testing Spelling and Checking Errors. On page 60 are given 
suggestions concerning the testing of spelling and the checking 
of errors in the lower grades, and on page 205 are given similar 
suggestions applicable to the work of the upper grades. 

Suggested Lesson Plans and Individual Lesson Helps. The 
eight suggested lesson plans included in this Manual have been 
introduced in order at the beginning of each year's treatment 
of individual lessons. The individual lesson treatments are num- 
bered consecutively, beginning with Lesson 1 in the first year, 
and concluding with Lesson 1350 in the eighth year, 



27 



TO MAKE THE TEACHER'S DAILY PREPARATION LESS DIFFICULT AND 
MORE EFFECTIVE. 



Preparation and Conduct of Lessons 
SUGGESTED LESSON PLANS 

AND 

INDIVIDUAL LESSON HELPS 



These plans and directions are intended to be suggestive, not 
prescriptive. 



Introduction to First Year — Second Half 

It is inadvisable to place spelling texts in the hands of children 
earlier than about the middle of the first year. 

Give the pupils the most pleasing possible introduction to 
the use of their first book in spelling. Call attention to a few of 
the pictures. Read page 2 for them while they direct their atten- 
tion to the picture on page 3. 

Write the name of some member of the class on the black- 
board and let the children "play spelling school". Ask them to 
choose some one to play the part of Mr. Rabbit as teacher. Ask 
Mr. Rabbit to tell the class how to learn to spell the name written 
on the board. Let him call on some one to take the three steps 
indicated in boldface type on page 2. In teaching the class to 
spell the name written on the blackboard, have "the teacher" (Mr. 
Rabbit) call on several others in turn to go through the steps. 

Be sure to commend Mr. Rabbit as a good teacher and every 
pupil who has been able to follow his directions as a good student. 

The teacher will observe that the spelling lesson plan sug- 
gested below is essentially a plan for supervising study in spelling. 
Considerable attention should be given in this grade to the matter 
of introducing pupils to right methods of study. 

Reread letter on page xii. 



31 



Suggested Lesson Plan A 
(For First Year — Second Half) 

Step I. Teach Separately Each New Word in the Lesson : 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impres- 
sion of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of the 
word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, but 
never by calling attention to any wrong loay of spelling it. 

(5) Teacher indicates syllabication of word by 
pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 
a-f-t — e-r (pausing briefly at the end of each syllable 



* For the convenience of the teacher, the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

32 



without pronouncing the syllable). In this step the 
teacher should pronounce the word before and after 
each spelling. 

(6) Several pupils in turn are called on to spell 
the word orally by syllables, as in (5) above. 

(7) The entire class, with eyes closed, spell the 
word orally while each endeavors to picture to him- 
self the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

Step II. Review All Other Words of the Lesson: 

Any or all of the steps indicated in (1) to (7) above 
may be taken, if necessary, in reviewing any difficult 
word. Emphasis should vary according to the degree 
of difficulty. 

Review also the new words in the lesson second 
preceding. Give particular attention to any pupils 
who may have been absent when these words were 
taught. 

Step III. Conduct, for Brief Period, Intensive Individual 
Study : 

Each pupil studies the words of the lesson from 
his textbook, following the plan given him at the 
bottom of page 2. 



33 



Partial Lesson Plan A 
(For Phonic Families in First Year — Second Half) 

(Note. — This partial lesson plan is offered as a substitute for 
Step I in Suggested Lesson Plan A above for teaching the phonic 
families occurring in the first year.) 

Step I. Teach Separately Each New Word in the Lesson: 

(1) Teacher writes on the blackboard the first word 
given in the family list and then pronounces it distinctly 
but without exaggeration. 

(2) Pupils pronounce the word correctly. The 
teacher may call upon several pupils in turn and then 
on the group in concert.* 

(3) Pupils spell the word orally, individually and 
in concert. 

Repeat the above procedure with each word from 
this family which is given in the lesson and place each 
succeeding word so that the "family" part is directly 
under the corresponding part of the last one taught. 

(4) Teacher or a pupil erases the letters which are 
not common to all the words, leaving only the "family" 
element. 

(5) Teacher writes elsewhere on the blackboard the 
nonphonetic elements necessary to rebuild the words — 
that is, the parts which have been erased. 

(6) Teacher calls on an individual pupil to name a 
word of this list which he wishes to spell, and to point 
to the letter or letters (see 5 above) which will complete 
the word; teacher then writes the proper letter or letters 
so indicated against the family element, to form the 
word named. 

Continue the drill, if necessaiw, until all words have 
been thus rebuilt and reviewed. 



* Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

34 



Lesson 1 

Teach: the, his, her 
{th&) (hlz) (her) 

Read Introduction to First Year — Second Half, page 31. 

See § 1, Chapter IV; also Suggested Lesson Plan A, page 32. 

The should be taught in context. Th should be sounded clearly by teacher 
and pupils. Many foreign children sound this part of the word as though it 
were spelled <lc. Drill on pronunciation until any such tendency is overcon e. 
The chief difficulty with his lies in the tendency to omit the h. Pronounce 
his in context. Some children tend to pronounce her like here. Drill on the 
pronunciation in such word combinations as her cat, her hat. See § 13 and 
§ 14, Chapter IV. 

Do not refer -pupils to any wrong way of spelling these words: 

Lesson 2 

Teach: at, cat, fat, hat, sat 
(at) (kit) (fat) (hat) (sat) 

See § 1, Chapter IV; also Partial Lesson Plan A, page 3-4, and Suggested 
Lesson Plan A, page 32. 

Give special attention to the pupils' pronunciation of sat so that it may 
not be confused with set. Use it orally in context ; for example: The cat sat on 
the wall. Also have pupils use the word orally in sentences. See § 13, § 14, 
§ 23, Chapter IV. 

Do not refer pupils to any wrong way of spelling any of these words. 

Lesson 3 

Teach: an, can, man, pan, ran 

(an) (kan) (man) (p8n) (ran) 

See Partial Lesson, Plan A, page 34, and Suggested Lesson Plan A, page 32. 
See also § 1, Chapter IV. 

Give considerable drill in context on an. When pupils begin to use this 
word frequently in writing, in the second or third grade, they are likely to write 
it a or and. In those grades, pupils are likely also to write it am. Attention 
should then be called to the fact that there are two loops in the n. The same 
kind of error often occurs when they write can or man. See § 2, § 13, § 14i 
Chapter IV. 

Do not refer to any wrong way of spelling these ivords. 

Review also words taught in Lesson 1. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, 6bey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 
boot, fdot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

35 



Read pages 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 4 

Review: his (1), her (1), the (1), can (3), fat 

Review also words taught in Lesson 2. 

See Step II in Suggested Lesson Plan A, page 33, for directions on the 
conduct of the review. See also § 30, § 31, § 32, Chapter IV. 

Lesson 5 

Teach: mv, after, is 
(ml) (after) (Iz) 

, See Suggested Lesson Plan A, page 32. 

Give special attention to the sounding of the last syllable of after and drill 
on the" spelling of this word. See § 13, § 14, § 16, § 23, § 24, Chapter IV. . 

Review also words taught in Lesson 3. 

Lesson 6 

Review: The man ran after (5) his hat. 
The cat is at her (1) pan. 

See Step II in Suggested Lesson Plan A, page 33, for directions on the 
conduct of the review. See also § 30, § 31, Chapter IV. 

The picture on page 6 in the spelling book furnishes a good basis for the 
formation of idiomatic sentences by the pupils — for practice in the kind of 
oral composition which will prepare the way for story and letter writing in 
later grades. The best sentences or short oral compositions may be written 
on the blackboard by the teacher. See § 48, Chapter IV. 

Lesson 7 
Review: the (1), ran, fat, man (3), after (5), cat 

See Step II in Suggested Lesson Plan A, page 33, for directions on the 
conduct of the review. See also § 30, § 31, Chapter IV. 

Review also words taught in Lesson 5. 

Lesson 8 

Review: his hat, her pan, is, after (5), my 

See Step II in Suggested Lesson Plan A, page 33, for directions on the 
conduct of the review. See also § 30, § 31, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, nov&l, refer > 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

36 



Lesson 9 

Teach: hen, men, ten 
(hen) (men) (ten) 

Reread § 1, Chapter IV. See Partial Lesson Plan A, page 34; also Sug- 
gested Lesson Plan A, page 32. Be sure to pronounce men in context; for 
example: I saw five men. 

Review: at, fat, sat (2), an (3), can (3), ran 

Reread with the pupils the letter on page 2 of their texts. 

Lesson 10 

Teach: mam ma, pa pa 

(mct-ma' or ma'mdj (pa-pa' or pa'pri) 

See Suggested Lesson Plan A, page 32. Give special attention to the 
pronunciation of mamma and in the oral spelling to the sounding of the first m. 
Do not refer to any wrong way of spelling this ivord. 

(On the assumption that the teacher has by this time become entirely 
familiar with Suggested Lesson Plan ,4, less frequent reference will be made 
to it from this point on). 

Review: his, her (1), the (1), hen 

Lesson 11 

Teach: on, a way, saw 
(on) (d-wa') (so) 

The word on is frequently confused with one.' Use this word in context, 
and make no reference to the word one. The most common errors in away 
and sow are errors of writing, and occur in later grades. See § 22, Chapter IV. 

Review also words taught in Lesson 9. 

Lesson 12 

Teach: all, ball, call, fall, hall, tall, wall 
(61) (bol) (kol) (iol) (hoi) (tol) (wol) 

See Partial Lesson Plan A, page 34. See also § 15, Chapter IV. 
Review also words taught in Lesson 10. 

Lesson 13 

Review; saw (11), ten, men (9), is, after (5), can, away (11) 
See Step II in Suggested Lesson Plan A, page 33. 
Review also words taught in Lesson 11. 

boot, foot; found; boil; function; chase; good; joy; then, thick: hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

4 37 



Lesson 14 

Teach: get, let, met, pet, set, wet, yet 
(gfit) (16t) (met) (pet) (set) (wet) (yet) 

The frequent misspelling of get in the lower grades is chiefly due to mis- 
pronunciation — heard and practiced. See § 13, § 14, Chapter IV. 
Review also words taught in Lesson 12. 

Lesson 15 

Teach: bad, had 

(bad) (had) 

Review: mamma (10), papa, saw (11), her (1) 
See § 22, § 30, Chapter IV. 

Lesson 16 

Review: the (1), tall, man, ran, away (11) 

Write this sentence on the blackboard: The tall man ran away. Use 
words in context (phrases or short easy sentences) whenever possible. Do 
not require pupils to write words, phrases or .sentences in this grade. Any 
who are precocious in writing may of course be permitted and encouraged to 
write. 

Review also words taught in Lesson 14. 

Lesson 17 
Review: call, his (1), mamma (10), papa, had 
See § 30, Chapter IV. 
Review also words taught in Lesson 15. 

Lesson 18 

Review: saw (11), men (9), bad, the (1), fall 

Lesson 19 

Teach: did, it, have 

(did) (It) (hav) 

Place emphasis on correct pronunciation of have. Require pupils to 
pronounce this word in sentences. See § 13, § 14, Chapter IV. 

Review: Did the man get (14) his hat? 

(There should be no required written work in the first grades. In many 
schools there is too much unsupervised written work in the second and third 
grades. Reread § 5, § 6, § 7, Chapter IV.) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus,, menu: 

38 



Lesson 20 
Review: on (11) the wall (12), ran away (11), had a fall (12) 

See Suggested Lesson Plan A, page 32. 

Drill on the spelling of on, ran and lanl in such phrases as those given 
above will tend to establish the right association of these words with their 
ci meet use in writing. 

The picture on pa^c 10 in the spelling book furnishes a good basis for 
the formation of idiomatic sentences by pupils — for practice in the kind of 
oral composition which will prepare the way for story and letter writing in 
later grades. The best sentences or short oral compositions may be written 
on the blackboard by the teacher. See § 4S, Chapter IV. 

Lesson 21 

Teach: bell, fell, sell, tell, well 

(bel) (fed) (sel) (tei) (w6l) 

The tendency to mistake certain words for other words which sound in 
each case somewhat the same, frequently results from carelessness in listening 
or from imperfect hearing. Be sure that all spelling words are so accurately 
enunciated that they are sure to be properly identified or recognized. See 
§ 13, § 14, Chapter IV. 

Review also words taught in Lesson 19. 

Lesson 22 

Review: after (5), my, pet, papa, mamma (10) 

Write on the blackboard: my papa; my mamma; My pet cat ran after me. 
Review in context the spelling of these words. 

Lesson 23 

Review: ten, can, get (14), did (19), have (19) 

Write on the blackboard such phrases as: ten men, can get, did have. 
Review the spelling of these words in context. 

Review also words taught in Lesson 21. 

Lesson 24 

Teach: he, she, me 
(he) (she) (me) 

Review: bell, sell (21), tell (21), met, wet (14), yet 

See Partial Lesson Plan A, page 34. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

39 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 25 

Review: Did (19) the cat have (19) a ball? 
Did she let it fall? 
Write these sentences on the blackboard and review the words in context. 
See § 22, Chapter IV. 

Lesson 26 

Teach: old, cold, gold, hold, sold, told 

(old) (kold) (gold) (hold) (sold) (told) 

See Partial Lesson Plan A, page 34. 

Give particular attention to the distinct enunciation of d in all of these 
words. To make sure that pupils associate each word with its proper use, 
the teacher should write on the blackboard such phrases as old man, cold day, 
gold ring, hold the cat, sold the ball, told the man. See § 13, § 14, Chapter IV. 
Review these words in context. 

Review also words taught in Lesson 24. 

Lesson 27 

Review: bad, bell, eali, get (14), saw (11), me 
See § 30, Chapter IV. 

Lesson 28 

Teach: and, band, hand, land, sand, stand 
(and) (band) (hand) (land) (sand) (stand) 

Give particular attention to the distinct enunciation of d in each of these 
words. See § 13, § 14, Chapter IV. 

Review also words taught in Lesson 26. 

Lesson 29 

Review: The cat had her ball on the wall. She let it fall. It fell and (28) the 
old hen ran away. 
The teacher should write these sentences on the blackboard and have the 
words reviewed in context. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

40 



In oral spelling drill, ran- must be taken by the teacher to prevent th( mis- 
spelling of words, since such misspellings, heard and practiced, may have (he 
effect of a class drill on the wrong form. 



Lesson 30 

Review: all, ball, call, got (14), met, set 

See Partial Lesson Plan A, page 34; also Step II in Suggested Lesson 
Plan A, page 33. 

Review also words taught in Lesson 28. 

Lesson 31 

Teach: has 
(,haz) 

This word is not in itself a difficult word. Its frequent misspelling in 
written work in later grades is probably in part an error in writing or it may 
result from faulty pronunciation. See § 13, § 14, Chapter IV. Never refer 
pupils to any wrong way of spelling this word. 

Review: bell, tell, well (21), have (19), had 

Lesson 32 

Review: band (28), land, sand, hold (26), sold, told 
See § 13, § 14, § 22, Chapter IV. 

Lesson 33 

The teacher should keep in the spelling pocket of this manual (inside of 
last cover) a list of all words which have seemed to be especially difficult for 
the particular class she is teaching or for any chronic bad spellers in it. After 
the members of the class have indicated the hard words in the class period 
devoted to Lesson 33, the teacher should write a few of the hardest of them 
on the blackboard and drill upon them. It would be well also to ask the 
members of the class to help to select the words which are so difficult that 
the teacher should keep them in her spelling pocket for future class reviews. 

Review also word taught in Lesson 31. 

Lesson 34 

Teach: bov, toy 
(boi) (toi) 

Review: cold (26), gold, hand (28), stand 

Do not refer pupils to any wrong way of spelling any given word. 

boot, foot; found; boil; function; chase; good; joy; thru, thick; hw— whasin 
when; zh = z as in azure; kh = ch as in loch. See pron unciation key in Appendix 

41 



Lesson 35 
Teach: now, how 

(nou) (hou) 

See Suggested Lesson Plan A, page 32. 
Review: tall, saw, did, her 

(Reread § 18, § 19, § 20, § 21, Chapter IV. Constant reference to the 
"principles" set forth in Chapter IV will help you to gain more complete 
command of the technique of spelling instruction.) 



Lesson 36 

Teach: lay, day, pay, may, play, pray 
(la) (da) (pa) (ma) (pla) (pra) 

Place some emphasis on the y throughout the drill on these words. 
Review also words taught in Lesson 34. 



Lesson 37 
Review: band (28), land, sand, fell (21), sell, tell 
See § 13, § 14, Chapter IV. 
Review also words taught in Lesson 35. 



Lesson 38 

Teach: buy, bed, fed, led, red 
(bi) (bed) (fgd) ( led) (red) 

The word buy is a troublesome one. See § 12, Chapter IV. Confusion 
of homonyms can be anticipated and prevented by teaching separately and 
by having words presented only in combinations which show their use; for 
example: buy toys, buy and sell, etc. See § 11, Chapter IV. Have buy 
dramatized to fix its meaning. Make no reference at this time to the spelling 
of by, nor even to the fact that there is another word pronounced like buy. To 
do so would simply add to the pupils' difficulty by producing confusion. It 
is verjr important that the other words in this lesson be presented in phrases 
which will indicate their use; for example: went to bed, fed the cat, led the 
dog, a red hat. See § 9, § 10, Chapter IV. 

Review: pa}f 

Review also words taught in Lesson 36. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

42 



Lesson 39 

Teach: dog 
(d6g) 

Review: fat man, his dog, my pet 

Pronounce these words in the phrases given above. 

Lesson 40 

This lesson presents an excellent opportunity to get pupils to talk in 
complete sentences and to build up from these a short story ; Ask the pupils 
to name some words which are suggested by the picture. Write the words on 
the blackboard. Have them use these words in sentences. A proper arrange- 
ment of the order of words will give a group of sentences whose sequence will 
result in a story. Write this story on the blackboard as the basis of an effective 
review, in context, of the words recently studied. See § 47, § 48, Chapter IV. 

Review words taught in Lesson 38. 

Lesson 41 

Teach: you, are, I. am, your 

(yoo) (ar) (I) (4m) (yoor) 

The ou in you calls for considerable drill. The word are is not in itself 
a difficult word. Its frequent misspelling is due in part to the fact that, not 
having associated the word with its use, pupils sometimes hear or when the}' 
ought to hear are. Or when writing, they sometimes in haste omit the c and 
move en to the next word in the sentence. Without referring to either of 
these faulty habits, strive to prevent them *by adequate drill on the 
word and by associating the word with its use in phrases or sentences. 
Emphasize the capital I. The last three letters in the word your form a letter 
sequence that should be drilled on with an abrupt and emphatic ending on 
the r. 

Do not refer pupils to any wrong way of spelling any of these words. 

Review: play (36), pray 

Review also word taught in Lesson 39. 

Lesson 42 

Teach: in 

(In) 

The mistakes in the written spelling of the word in are probably errors 
in writing; that is, a failure to get the proper number of loops in the n. A 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

43 






little dramatic and impressive practice in tracing with finger or hand the 
proper number of loops is suggested as a preventive treatment. 

Review: boy (34), has, gold, hand 

Lesson 43 

Review: buy (38), toys, how, now, lay 

Before reviewing buy refer to Lesson 38, as indicated by the number in 
parenthesis following the word buy in this lesson. 

Lesson 44 
Review: led (38) dog away, told, may 

Pronounce these words in context; for example: He led the dog away; I 
told the boy to go; You may go home. 

Review also word taught in Lesson 42. 

(Reread § 2, § 3, § 4, § 22, Chapter IV. Constant reference to the 
"principles" set forth in Chapter IV will assist you in mastering the technique 
of class instruction in spelling and in adapting your instruction to individual 
pupils and your methods to the peculiar difficulties of particular words.) 

Lesson 45 

Teach: hands 
(handz) 

See § 1, Chapter IV. Place much emphasis on the d in all oral drills on 
this word. 
Review: Is it a cold day? Your (41) hands are (41) red (38). 

Give several pupils in turn an opportunity to tell the class how they 
study a word. Reread with the class page 2 in the spelling book. (See 
paragraphs introductory to work of the First Year, page 31.) 

Lesson 46 
Review: am (41), are (41), have (19), has, had, you, yovvc (41), me 
See § 13, § 14, Chapter IV. 

Lesson 47 
Review: wet (14), yet, did (19), stand (28), cold (26), fed, ten, he 

See § 30, Chapter IV. 

Review also word taught in Lesson 45. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

44 



Lesson 48 

Teach: bill, fill, hill, kill, mill, still, till, will 
(bll) (fll) (Ml) (kll) (mil) (stll) (til) (wll) 

The words fill, hill, mill, still and will are frequently misunderstood 
when the short i is not distinctly enunciated. All of the w r ords in this lesson 
should be presented in phrases or sentences; for example: The bird has a bill; 
Fill the glass; up the hill; Kill the fly; the wind mill; a pool of still water; Wait 
till morning; Twill go. In this lesson, have pupils spell only the words which 
occur in their texts. 



Lesson 49 

Teach: say, stay, way 
(sa) (sta) (wa) 

It is especially important that way be taught in a phrase or a sentence. 
See § 11, § 12, Chapter IV. 

Review: boy, will, buy (38), pet, may, fill (48), kill, still, till 
See § 30, Chapter IV. 

Lesson 50 

Teach: lit tie, bird, big 
(Ht'l) (burd) (big) 

In the oral drill on little, make a considerable pause after first syllable and 
place much emphasis on the order of the t-l-e in the last syllable; for example: 
little, l-i-t—t-l-e— little. See § 16, Chapter IV. 

Review: he, has, bill 

Review also words taught in Lesson 48. 

Lesson 51 
Teach: bit, fit, hit, sit 

(bit) (fit) (hit) (sit) 

Have a number of different pupils in turn give commands such as the 
following: Sit down; Sit up straight; Sit still; Sit at the tabic. In response, 
have several pupils fulfil these commands in turn, at the same time repeating: 
/ sit down; I sit up straight; I sit still; etc. 

Review: it 

Review also words taught in Lesson 40. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

45 



Lesson 52 
Review: play (36), pray, she, little (50), bird (50) 
See § 16, § 30, Chapter IV. . 
Review also words taught in Lesson 50. 

Lesson 53 

Teach: one, two, three, four, five 
(wun) (too) (thre) (for) (fiv) 

The words, one, two and four are very frequently misspelled in writing. 
Have each of a number of pupils give a sentence containing one of these 
words. Have each child spell his word after giving the sentence in which 
it has occurred; for example: We have one teacher, o-n-e; I ate two apples, 
t-w-o; There are four boys, f-o-u-r . See § 9, §10, §11, §12, Chapter IV. 
Place special emphasis on the correct pronunciation of three and five. The 
frequent mispronunciation of five by children accustomed to speaking a 
foreign language accounts in part for the frequency with which it is mis- 
spelled by them. Drill on these words also in context. 

Review words taught in Lesson 51. 

Lesson 54 
Teach: man y, top, of 
<men'i) (tSp) (6v) 
The words many and of are troublesome. Never refer to any wrong way 
of spelling them, but emphasize the a in drilling on many and the/ in drilling 
on of. These words must be presented in context : Many boys and girls spell 
well; One of the men fell from the tree; a peel: of apples; a bottle of milk; two 
of the girls. 

See § 11, § 12, Chapter IV. 

Review: how, are (41), wall, say, stay, way 

Lesson 55 
Teach: egg, pin 

(eg) (pin) 

Emphasize the gg in egg, and in pronouncing pin, sound the short i with 
very great distinctness. See § 13, § 14, Chapter IV. 

Review: old, birds (50), lay, in 

Review also words taught in Lesson 53. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

46 



Lesson 56 

Teach: best, nest, rest, test, west 
(b€st) (nest) (rfet) (test) (west) 

See Partial Lesson Plan A, page 84. 
Review also words taught in Lesson 54: 

Lesson 57 

Review: two (53), big boys, buy (38) toys 

See Lessons 53 and 38 for suggestions concerning the teaching and review 
of two and buy, respectively. 

Review also words taught in Lesson 5. r ). 

Lesson 58 

Teach: ring, bring, spring, wing, sing 
(ring) (bring) (spring) (wing) (sing) 

See Partial Lesson Plan A, page 34. 

There seems to be a tendency in writing the word spring to omit the /•. 
This can probably be prevented by placing more emphasis on the r in the 
oral drill, which precedes by several years the time when this word is used 
with frequency in writing. See § 22, Chapter IV. 

Review also words taught in Lesson 56. 

Lesson 59 

Teach: see. tree 

(se) (trf) 

The word see is not a hard word if the teacher will avoid any reference 
at this time to sea and will teach see in phrases or sentences. See § 9, 10, § 11, § 
§ 12, Chapter IV. 

Review: three (53), many (54), cold, days, best, rest, west 
See § 30, Chapter IV. 

Lesson 60 

This lesson period should be devoted to a study of the words which the 
pupils still think are hard. Each pupil should be asked to name one or two 
words which have been especially difficult for him. lie should be guided 
in a type of self-drill most likely to be helpful in the mastery of his particular 
difficulties. See §32, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

47 



See directions and suggestions to teacher in Lesson 33 of this Manual. 
They are equally applicable to any general review lesson. 
Review also words taught in Lesson 58. 

Lesson 61 

Review: bring, spring (58), one (53), two (53), three (53) 
Review also words taught in Lesson 59. 

Lesson 62 

Teach: song, long, wrong 
(song) (long) (rong) 

Have pupils trace the letter w in the air while spelling orally that part 
of the word wrong. 

Review: four (53), five (53) 

It is usually worth while to consult the lesson reference given in paren- 
thesis after review words. These numbers refer to the lessons in which teach- 
ing suggestions were made when the words were first presented in the texts. 
See Lesson 53 for four and five. 

Lesson 63 

Review: ring, wing, she, saw, dog 

(Reread § 18, § 19, § 20, § 21, § 22, Chapter IV. Constant reference 
to the Principles of Spelling Instruction, Chapter IV, will tend to 
give you a ready command of those psychological factors which play an 
important part in teaching spelling and in learning to spell.) 

Lesson 64 

Review: little (50), bed (38), see (59), sit (51), long, wrong (62) 
Review also words taught in Lesson 62. 

Lesson 65 

Review: The birds (50) have a nest 
in the top of the tree. 
How manj' (54) eggs (55) 
are (41) in the nest? 
Write these sentences on the blackboard and review the more difficult 
words according to directions in Step II, Suggested Lesso?i Plan A, page 33. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

48 



Lesson 66 

Teach: father, mother, brother 
(fa'Mer) (mUth'er) (\>v(ith'er) 

Give special attention to the correct pronunciation of these words, par- 
ticularly with children accustomed to speaking a foreign language. 
Review: my. his, her (11 

Lesson 67 

Review: way, your (41), has, five (53), you 

Call on several pupils in turn to illustrate their method of studying a 
hard word. 

Lesson 68 

Review: bit, fit, hit, big boys (34) 

Review also words taught in Lesson 66 

Lesson 69 

Review: am, one (53), buy '38), eggs (55), now 
See § 11, also § 30, Chapter IV. 

Lesson 70 

Teach: fast, last 
(fast) (last) 

Pronounce these words in context; for example: the fast train; the last 
day of the month. 

Review: sing, song, father (66), mother (66) 

Look up lesson references given in parenthesis, for suggestion; on the 
teaching or the review of difficult words. 

Help pupils to find a satisfactory answer to the question in their texts by 
suggesting, as was done on page 2 in their books, the pleasure they may give 
their parents a little later by writing letters and stories in which all the words 
are spelled correctly. 

Lesson 71 

Teach: ear, dear, hear, near, year 
(er) (der) (her) (ner) (yer) 

See Partial Lesson Plan A, page 34. See also § 15, Chapter IV. 

boot, foot; found; boil; function: chase; good; joy; then, thick: hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

49 



Lesson 72 
Teach: we 

(we) 

See § 22, Chapter IV. In the spelling drill, have pupils use this word 
in sentences: for example: We see the man; We all have hands. 

Review: he, me, she, the (1) 

Review also the words taught in Lesson 70. 

Lesson 73 
Review: fast (70), last (70), saw, pins (55), four (53) 

Follow Step II in Suggested Lesson Plan A, page 33. Use four in context; 
for example: four pins four eggs, four brothers. See § 22, Chapter IV. 

Review also the words taught in Lesson 71. 

Lesson 74 
Review: The birds (50) are singing (58) in the trees. 
Can jrou hear (71) the song? 
Insist upon the correct pronunciation of singing. Drill on the distinct 
enunciation of the final g. See § 1, Chapter IV. 
Review also the word taught in Lesson 72. 

Lesson 75 

Teach: sister, girls 
(sis'ter) (guiiz) 

See § 16, Chapter IV. 
Review: four (53), brothers (66), dear (71), little (50) 

Use four and dear in context. See § 12, Chapter IV. 

Place emphasis on the correct pronunciation of brothers, especially with 
children accustomed to speaking a foreign language. See § 13, § 14, § 22, 
Chapter IV. 

Lesson 76 

Review: ear (71), hear, near, year, best, nest, rest, west, bed (38), fed, led, 
red 
Review these words in their phonic families. See § 15, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

50 



Lesson 77 

Teach: go, no, so 
(go) (no) (so) 

Have these words used in sentences: We go to school: Wht n I asked to go 
to the picnic, he said, "No" (See § 11, Chapter IV.); Father .<ai<1 so. 

Review: see (59), tree, three (53), let, pet, get (14 
Review also the words taught in Lesson 75. 

Lesson 78 

Teach: out, find, kind, up 
(out) (find) (kind) (tip) 

Place considerable emphasis on the sounding of d in find and in kind. 

See § 22, Chapter IV. 

Review: of (54), in (42) 

Can you find a nest in the tree? 

Lesson 79 

Teach : kit tens, 
(klt'nz) 

Pee § 16, also § 47, § 48, Chapter IV. 

Review: four (53) 

At last (70) the little birds (50) are (41) out of the nest. 
One of the old birds (50) is singing (74) away. 
In teaching, reviewing or testing on any homonym, Vie careful always to 
pronounce it in context. See § 11, Chapter IV. 
Review also the words taught in Lesson 77. 






Lesson 80 






Teach: ask, what, time 
(ask) (hw6t) (tlm) 

See Suggested Lesson Plan A, page 32. 

Give special drill on correct pronunciation of asl: and what. 

Review: girl (75), have (19), we (72), go, so, fast 
Review also the words taught in Lesson 78. 

Lesson 81 

Teach: bake, cake, make, take, got, hot lot, not 
bak) (kak) (mak) (tak) (g5t) (hot) ( lot i mo; 

hoot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vh as in 
when; zh = z as in azure; kh = ch as in loch. >°ee pronunciation key in Appendix. 

51 



Use Partial Lesson Plan A in connection with Step II as given in Sug- 
gested Lesson Plan A, page 33. 

Review also the words taught in Lesson 79. 

Lesson 82 

Teach: this, yes, was 
(this) (y&s) (woz) 

Each of these three words is frequently mispronounced. Insist upon 
distinct enunciation as a means to good spelling. 

Review: my, is, he, dear (71), it, father (66) 
Review also the word taught in Lesson 80. 

Lesson 83 

Review: find (78), kittens (79), time, up, what (80), kind (78), mother (66), 
brother (66), sister (75) 

See § 16, § 30, Chapter IV. 

Review also words taught in Lesson 81. 

Lesson 84 
Review: take (81), this (82), make (81), we (72), yes (82), your (41), bring, 
spring (58), wing 

Lesson 85 
Review: was (82), hot, lot, out, ask (80), bake, cake, long, wrong (62) 

Lesson 86 

Teach: to 

(too) 

See §11, §12, Chapter IV. Pronounce to in a number of sentences 
indicating the use of this word; for example: He went to town; He gave it to 
his mother; She went to the front of the room; We go to church. 

Review: Can you hear (71) 

what (80) the birds (50) say? 
"This is not a time 

to stay in bed. 
It is time to get (14) up." 
Write these sentences on the blackboard and drill on the oral spelling 
of the most difficult words; for example, It is time to get, g-e-t, get, up. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

52 



Lesson 8? 

Teach: do 
(doo) 

Pronounce this word in context. Never call attention to any wrong way 
of spelling this word. Prevent the misspelling of the word in future written 
work by effectively teaching it now in context: for example, Yes, we do like 
to play; We do our best to win the game. 

Review: this (82), way (49), hold (26), ears, hands (45) 

Lesson 88 

Teach: fun, gun, run, sun 
(fun) (gun) (run) (sun) 

Pronounce these words in context; for example: We had great fun; Each 
soldier find a gun; I will run tn the door (dramatize); I saw the sun in the sky. 
See § 11, § 12, Chapter IV. 

Review: got, ask (80), kind (78), what (80), dear (71), hear, near, year 
Pronounce these words in context. 
Review word taught in Lesson 86. 

Lesson 89 
Review: one (53) man, two (53) dogs, three (53) boys, four (53) birds (50) 
How many (54) do you see in all? 

Have the pupils take a good look at the picture, page 29. Help them 
to associate the concepts one, two, thr<< and four with the right way of spelling 
each of these words. See §48, Chapter IV. 

Lesson 90 

Several days may be given, if necessary, to the further study and review 
of words in the Review List given on page 30 in the textbook. 

The teacher should emphasize those words from this list which she has 
kept in the special list in the spelling pocket on the inside of the last cover 
of this manual. She should take occasion to give the children a few simple 
illustrations of how habits are formed: "First, you burn how to do a certain 
thing; for example, to button your coat; second, with full attention on what you 
are doing, you practice doing the thing; third, you are able, finally, to do 
Hie thing almost without thinking about it at all." Show what bearing this has 
upon the right kind of review and upon the necessity for an adequate amount 
of practice in spelling. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when : zh = z as in azure; kh = ch as in loch. See pron undation key in Appendix 

5 53 



after (5) 
am (41) 
and (28) 
are (41) 
ask (80) 
away (11) 
big 

birds (50) 
boys (34) 
brother (66) 
buy (38) 
call 
cold (26) 



dear (71) 
did (19) 
egg (55) 
fast (70) 
father (66) 
find (78) 
five (53) 
four (53) 
girl (75) 
had 

has (31) 
have (19) 
her (1) 



Review List 




Page 30 




his (1) 


sister (75) 


how 


ten 


led (38) 


the (1) 


little (50) 


this (82) 


) mamma (10) 


three (53 


many (54) 


time 


mother (66) 


tree 


now 


two (53) 


one (53) 


was (82) 


out 


what (80) 


papa 


yes (82) 


saw (11) 


you (41) 


see (59) 


your (41) 



54 



Introduction to Second Year 

Begin the year's work by directing the attention of the pupil? 
to page 32 in the textbook. Read it carefully for them and make 
appropriate comment upon the importance of beginning the year's 
work right, by acquiring a method for studying each lesson in 
spelling. Emphasize the four suggestions for study, and stimulate, 
if possible, the desire in each member of the class to be able before 
the close of the year to write letters and stones and to spell cor- 
rectly all the words he needs to use. 

It is usually unwise to plan for or to require any considerable 
amount of written work in the second year. An excessive amount 
of writing in the second year tends toward careless and faulty 
spelling. 

Reread letter on page xii. 



55 



Suggested Lesson Plan B 
(For Second Year) 

Step I. Teach Separately Each New Word in the Lesson; 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impres- 
sion of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of trn 
word. The best one of these sentences may be written 
on the blackboard. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, but 
never by calling attention to any wrong icay of spelling it. 

(5) Teacher indicates syllabication of word by 
pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 



* For the convenience of the teacher, the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work, 

56 



c-a-r — r-y (pausing briefly at (he end of each syllable 
without pronouncing the syllable). In this step the 
teacher should pronounce the word before and after 
each spelling. 

(6) Several pupils in turn are called on to spell 
the word orally, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

Step II. Review All Other Words of the Lesson: 

Any or all of the steps indicated in (1) to (7) above 
may be taken, // necessary, in reviewing any difficult 
word. Emphasis should vary according to the degree 
of difficulty. 

Review also the new words in the lesson second 
preceding. Give particular attention to any pupils 
who may have been absent when these words were 
taught. 

Step III. Conduct, for Brief Period, Intensive Individual 
Study : 

Each pupil studies the words of the lesson from 
his textbook, following the plan given him on page 32. 

Step IV. Test: 

Teacher dictates the words of the lesson singly, in 
phrases, or in short sentences to be written by the 
pupils; collects the papers for checking; and keeps 
for class reviews, a list of the words that are misspelled. 
(See page 60.) 

(Omit this test in the first half of the second 
year.) 

57 



Step V. Assign Seat Work: 

This assignment may vary greatly. In their 
individual study, pupils should be encouraged to vis- 
ualize each word, that is, "to close their eyes and try 
to see the letters in their places", then to compare 
their "picture" with the word in the book or on the 
blackboard. 

An occasional free study period of a few minutes 
may be occupied profitably by students assigned in 
pairs to drill each other on the oral spelling by syllables 
of the words of the preceding lesson. At least an 
hour should elapse between the spelling lesson and 
this study period. In so far as it is possible, each 
pupil who is weak in spelling should be assigned to 
study with one who is strong in spelling. 

All seat icork periods must be short. 

(Note. — On the following page, a partial lesson plan is offered 
as a substitute for Step I in Suggested Lesson Plan B above, for 
teaching the phonic families occurring in the second year.) 



58 



Partial Lesson Plan B 
(For Phonic Families in Second Year) 

Step I. Teach Separately Each New Word in the Lesson: 

(1) Teacher writes on the blackboard the first word 
given in the family list and then pronounces it distinctly 
but without exaggeration. 

(2) Pupils pronounce the word correctly. Teacher 
may call upon several pupils in turn and then on the 
group in concert.* 

(3) Pupils spell the word orally. 

Repeat the above procedure with each word from 
this family which is given in the lesson and place each 
succeeding word so that the "family" part is directly 
under the corresponding part of the last one taught. 

(4) Teacher or a pupil erases the letters which are 
not common to all the words, leaving only the "family" 
element. 

(5) Teacher writes elsewhere on the blackboard the 
nonphonetic elements necessary to rebuild the words — 
that is, the parts which have been erased. 

(6) Teacher calls on an individual pupil to name a 
word of this list which he wishes to spell, and to point 
to the letter or letters (see 5 above) which will complete 
the word; teacher then writes the proper letter or letters 
so indicated against the family element, to form the 
word named. 

Continue the drill, if necessary, until all words have 
been thus rebuilt and reviewed. 



* Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

59 



Testing Spelling and Checking Errors in Lower Grades 
As Written In Test 



W /t o dU ntf <3 ^.JL^yr^t-tsu / J f / f X S 






<7o ^W^.J^J ■ f.-L.s 






<rts!<>f<4/ 



<0MSlle g?. <& K^fLfLg,^ <J?s>^JJlJ> 



As soon as children are able to write with some ease, usually about the 
middle of the second year, spelling tests should generally be written. 

Up to about the fifth year, test papers should be checked by the teacher 
or some other competent person, since in these grades pupils are not usually 
able to check errors with sufficient accuracy. 

For Spelling Errors and their Correction, see § 29 and § 40 Chapter IV, 
and Use of the Spelling Pocket, page 24. 

As Checked By Teacher 



<J t h * J<( A m<< * J3-^x^^&-^ / ,£ //' ■?. S 




<4^Pj\ s-Ljrt-m J ^T. JC.8 *Z <Q -i 



<*s!s(J>S 



^fj^K^/j> $ 6h gJvjLsl^^ <Js><*^iJ-*T^ 



GO 



Lesson 91 

Read Introduction to Second Yeah, page 55. 

Teach: first, school 
(furst) (skool) 

See § 1, § 2, § 3, § 4, Chapter IV; also Suggested Lesson Plan B, page 56. 
Drill on the ir sequence in the word first, and the sch sequence in the word 
school. 

Review: This (82) is the (1) first day (36) of (54) school. 
See § 30, Chapter IV. 
Review also a few of the hardest words on page 30. 



Lesson 92 

Teach: cart, start 
(kart) (start) 

See Suggested Lesson Plan B, page 56; see also §18, §19, §20, §21, 
§ 22, Chapter IV. 

Review: three (53), four (53), five (53) 

Have these words pronounced in context, for example: three boys; four 
girls; five birds. 

Review also a few of the hardest words on page 30. 



Lesson 93 

Teach: crv, dry, fly, try, why 
(kri) (dri) (fli) (tri) (hwl) 

See § 1, Chapter IV, and Partial Lesson Plan B, page 59. 
Review words taught in Lesson 91. 



Lesson 94 
Teach: house, mouse, spell, shell, be 
(hous) (mous) (spSl) (shel) (be) 

See Suggested Lesson Plan B, page 56; also § 1, § 2, § 3, § 4, Chapter IV. 

Give special attention to correct pronunciation. In teaching the word be, 
never refer to nor suggest any wrong way of spelling it; be sure to have it 
pronounced in sentences; for example: We must be ready. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, c&mpare; unit, unite, burn, cut, focus, menu! 
iioot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

Rl 



Review: has (31), have (19) 

Try to (86) be on (11) time. 
See Step II, Suggested Lesson Plan B, page 57. See § 30, § 31, Chapter TV. 
Review also words taught in Lesson 92. 

Lesson 95 
Review: dry, why (93), first (91), school (91), how, many (54) 
Do you (41) hear (71) the bell? 
Review also words taught in Lesson 93. 

It must not be assumed that all of the words learned in the First Year have 
been remembered. Encourage pupils to go back frequently to review words 
on page 30. From time to time, call up some of these words for review 
and drill in class. See § 30, § 31, Chapter IV. 

Lesson 96 

Teach: rab bit, squir rel, ducks 
(rab'It) (skwur'61) (dukz) 

See § 1, Chapter IV, and Suggested Lesson Plan B, page 56. Give con- 
siderable oral drill to all of these words. See § 16, Chapter IV. 

Review: hands (45), ears (71), big, bird (50), two (53) 

Have two pronounced in context; for example: two hands, two ears, two 
big birds. Do not refer to any wrong way of spelling this word. 

Review also words taught in Lesson 94. 

Lesson 97 

Teach: began, begun, started 
(bg-gan') (b6-gun') (started) 

See Suggested Lesson Plan B, page 56. Give special attention to the 
sounding of the letter d in started. See § 22, Chapter IV. 

Review: has begun, one (53) mouse (94), started to school (91), first time 
Have these words pronounced in context; for example: He has begun to 

ivork; I saw only one mouse; We started to school on time; This is the first 

time I have come late. 

This picture furnishes a good basis for the development of idiomatic 

sentences by the pupils and for practice in the kind of oral composition which 

will prepare the way for story and letter writing in later grades. The best 

sentences or short oral compositions may be written on the blackboard by 

the teacher. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, bum, cut, focus, menu; 

62 






Lesson 98 

Teach: came, name 
(kam) (nam) 

See Par Hal Lesson Plan B, page 59. 
Review, bring, spring (58), spell, house (94) 
See § 30, § 31, Chapter IV. 
Review also words taught in Lesson 96. See § 43, Chapter TV. 

Lesson 99 

Teach: making, taking 
(mak'Tng) (tak'Ing) 

See Suggested Lesso7i Plan B, page 56. Give special attention to the 
syllabication ot these words (see § 16, Chapter IV), and to the distinct enun- 
ciation of the g in each. See § 13, § 14, Chapter IV. 

Review: go (77), no (77), ringing, bringing 

Give special attention to syllabication of last two words and to distinct 
enunciation of the final g in each. See § 30, § 31, Chapter IV. 

Review also words taught in Lesson 97. 

Lesson 100 

Teach: each, reach, teach, took, book, look 
(ech) (rech) (tech) (took) (book) (look) 

See Partial Lesson Plan B, page 59; also § 15, Chapter IV. 
Review: and (28), hand (28), stand (28) 

Give special attention to the distinct enunciation of the d in each of these 
words. 

Review also words taught in Lesson 9S. 

(On the assumption that the teacher has by this time become entirely 
familiar with Suggested Lesson Plan B and Partial Lesson Plan B, less frequent 
reference will be made to them from this point on.) 

Lesson 101 

Teach: game 
(gam) 

Review: cart, rabbit (96), duck, squirrel (96), began (97), had begun, came, 

name 

See § 30, § 31, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

63 



Read pages 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 102 
Teach: full, pull 
(fool) (pool) 

See § 1, Chapter IV. . 
Review: reach (100), teach (100), making (99), taking (99) 
See § 22, Chapter IV. 



Lesson 103 

Teach: nail, pail, mail, sail, tail 
(nal) (pal) (mal) (sal) (tal) 

See Partial Lesson Plan B, page 59. 

Pronounce these words in context; for example: I drove a, nail into the 
board; I brought a pail of water; The postman brings the maU; The sail of the 
boat was torn; The squirrel 1 s tail is curled up over his back. See §11, Chapter IV. 

Do not refer to any wrong ivay of spelling any one of these words. See § 12, 
Chapter IV. 

Review word taught in Lesson 101. 



Lesson 104 

Review: ear (71), dear (71), hear (71), near (71), year (71) 
See suggestion in italics in Lesson 103 above. 
Review also words taught in Lesson 102. 



Lesson 105 

Teach: eat, beat, meat, seat, neat 
(St) (bet) (met) (set) (net) 

See Partial Lesson Plan B, page 59. 

Have pupils pronounce these words in context ; for example : We eat meat 
(Point out the word eat in meat; this may tend to the formation of a helpful 
association); I beat the rug; The seat was broken; Her dress is clean and neat. 
See § 11, Chapter IV. See suggestion in italics in Lesson 103 above. 

Review words taught in Lesson 103. 

See § 43, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

04 



"Correcting" spelling papers does not correct spelling errors. Such checking 
is a waste of time and effort unless the errors are actually corrected by the pupil who 
made them. See § 40, Chapter IV. 



Lesson 106 
Teach: with, un der 
(with) (fm'der) 

Correct pronunciation — heard and practiced — is a big factor in the 
correct spelling of these words. See § 13, § 14, Chapter IV. 

Review: Each (100) one had a book. 
The hen came with her (1) 
book under her wing. 
See § 34, Chapter IV. 

Lesson 107 

Teach : com ing 
(kiim'mg) 

See § 16, Chapter IV. Call attention to the fact that there is only one >h . 
Do not suggest a misspelling; prevent it. 

Review: house, school (91), shell, making, taking, came, name, game 
See § 34, Chapter IV. 
Review also words taught in Lesson 105. 

Lesson 108 

Teach: cook 
(kook) 

Review: look, took, book, mail (103), nail (103), sail (103), tail (103) 

Review also words taught in Lesson 106. 

Lesson 109 

Teach : ap pies, bas ket 
(apaz) (bas'ket) 

See § 1, § 22, Chapter IV. In the oral drill on apples, emphasize the 
letter sequence p-l-e-s. Give special attention to the correct pronunciation 
of the word basket. 

Review: cry, crying, fly, flying, try, trying 

Review also word taught in Lesson 107. 

boot, fdot; found; boil; function; chase; good: joy; then, thick; hw = wh a?- in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix . 

65 



Lesson 110 

Teach: teach er 

(tech'er) 
See Suggested Lesson Plan B, page 56. 
See § 22, Chapter IV. 

Review: full, pull, teach, boy (34), girl (75) 
Review also word taught in Lesson 108. 

Lesson 111 

Teach: bent, sent, went 
(bent) (sent) (went) 

Have pupils pronounce these words in context; for example: / ivas sent 
to the store and I went; The twig was bent. 

Review: cook (108), look, took 

Review also words taught in Lesson 109. 

Lesson 112 
Review: each, reach, teach, beat (105), meat (105), seat (105) 
Review also word taught in Lesson 110. 

Lesson 113 
Teach: pick, sick, tick, trick, thick, stick 
(pfk) (slk) (tlk) (trlk) (thik) (stifle) 

See § 15, Chapter IV. 

Review words taught in Lesson 111. 

Lesson 114 

Teach: ba by 

(ba'M) 

Review: her brother (66), his (1) sister (75), little (50) baby 

Lesson 115 

Teach: ready, almost 
(rgd'l) (61'most) 

See § 23, § 24, § 25, § 26, § 27, § 28, Chapter IV. 

The word almost is a very troublesome one. " The word has two syllables 
and two letters in the first syllable." 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

66 



Review: mother (66), sent (111), under (106), the (1) tree, ready to start, 
trying to reach, almost full, basket (109) of apples (109) 
The picture furnishes a good basis for the development of idiomatic 
sentences by the pupils and for practice in the kind of oral composition which 
will prepare the way for story and letter writing in later grades. The best 
sentences or short oral compositions may be written on the blackboard by 
the teacher. See § 47, § 48, Chapter IV. 

Lesson 116 
Review: with (106), first (91), why, nail, pail (103), tail (103), pick, thick, 
stick 

See § 22, Chapter IV. 

Review also word taught in Lesson 114. 

Lesson 117 

Review: eat (105), neat, seat (105), coming (107), making, taking, sick, tick, 
trick 
Review words taught in Lesson 113. See § 4.'5, Chapter IV. 

Lesson 118 

Review: flying, drying, crying, bent, sent, went (111), game, came, name 

Lesson 119 

Teach: fine, mine, ripe 
(fin) (mln) (rip) 

Review: out, almost (115), ready (115), coming, began, have begun 

Lesson 120 
Teach: hide, ride, side, slide 
(hid) (rid) (sid) (slid) 

See Suggested Lesson Plan B, page .56. 
See § 22, Chapter IV. 

Review: cook, look, took, book 
See § 15, Chapter IV. 

Lesson 121 

Review words taught in Lesson 119. 

The teacher should keep in the spelling pocket in this manual (inside 
of last cover) a list of all words which have seemed to be especially difficult 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

67 



for the particular class she is teaching or for any chronic bad spellers in it. 
x\fter the members of the class have indicated the hard words they have found 
during the class period devoted to Lesson 121, the teacher should write a few 
of the hardest of them on the blackboard for special study and drill. It would 
be well also to ask the members of the class to help select the words which are 
so difficult that the teacher should enter them on the special list in her spelling 
pocket for future reviews. See § 43, Chapter IV. 

Lesson 122 

Teach: where, there 

(hwar) (£Mr) 

The difficulty with where grows out of incorrect pronunciation and faulty 
usage. See § 13, § 14, Chapter IV, and Gaining Clear Impressions, page 11. 
Do not allow pupils to confound there with its homonym. See cautions 
and suggestions in § 11, § 12, also § 9, § 10, Chapter IV. 

Review: apples, almost, ripe, began, mail, nail 
Review also words taught in Lesson 120. 

Lesson 123 

Teach: but, cut, nut 
(but) (ktit) (nut) 

See § 18, § 19, § 20, § 21, Chapter IV. 

Review: beat, eat, pulled, pulling, mine (119) 

Lesson 124 

Teach: blow, snow, crow, throw, grow, slow, row, know 
(bio) (sno) (kro) (thr5) (gro) (slo) (ro) (no) 

Have these words pronounced in phrases or sentences. Give special 
drill to the word know. Do not refer to any wrong way of spelling this word 
or to its homonym. See §11, Chapter IV. 

Review words taught in Lesson 122. See § 43, Chapter IV. 

Lesson 125 
Teach: some 
(sum) 

This word is not inherently difficult, but it is sometimes confused with 
the word sum. Without referring to sum proceed to fix the correct spelling 
of this word by associating it with its correct use. Have several sentences 
illustrating this use given and have each repeated several times. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

68 



Review: Where (122) can (3) we (72) go to (86) find (78) some nuts? I (41) 
know (124) where a squirrel has a fine (119) old (26) tree. There 
(122) are (41) many ripe nuts on it. 
Write above sentences on the blackboard and conduct review drill on the 
hard words in them. 

Review also words taught in Lesson 123. 

- • •• ■■ ■ 

Lesson 126 

Teach: come, leg, beg 
(kttm) (I6g) (bgg) 

See § 22, Chapter IV. 

Review: some (125), under, hide, ride, side, but 

Review also words taught in Lesson 124. 

Lesson 127 

Teach: hid, them 
(hid) (th&m) 

Errors in spelling them are chiefly writing errors occurring in later grades. 

Review: fine, ripe, nuts, squirrel (96), each, has (31), basket 

Review also word taught in Lesson 125. 

Lesson 128 

Teach: give, gave, save, please, Sir 
(gfv) (gav) (sav) (plez) (sur) 

Give considerable drill to the letter sequence v-e in give and e-a-s-e in 
please. 

Review: come (126), to, beg, with, where, there 
Please, Sir, may we have some nuts? 
Review also words taught in Lesson 126. 

Lesson 129 

Review words taught in Lesson 127. 

Refer to Lesson 129 in the spelling book. 

In the latter half of the second year and in later grades, attractive pictures 
full of interest to children and telling stories which involve the use of words 
recently studied in spelling furnish an excellent basis for composition or letter 
writing. Prior to the second half of the second year, their function is pre- 
paratory. When the stories which may be made to grow out of these pictures 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

6 69 



are dramatized, they beget spontaneity of expression, they fix word associations 
and prepare the way for the easy mastery of spelling in the spontaneous 
composition of later grades. See § 47, § 48, Chapter IV. 

Lesson 130 
Review: almost, seat, reached, ready, making, taking 
Review also words taught in Lesson 128. 

Lesson 131 
Teach: back, pack, sack, tack, black, track 
(bak) (pak) (sak) (tak) (blak) (trak) 

See Partial Lesson Plan B, page 59. 

Lesson 132 
Teach : ev er y, word 

(eVer-I) (wurd) 

Give plenty of drill to the pronunciation and spelling of every in such 
phrases as every day, every pupil, every word, etc. 

Review: school (91), them (127), but, cut, came, name, began (97), has begun 
Read and discuss with the class the directions for study printed on page 32 
of their textbooks. Have several pupils in turn illustrate their method of 
procedure in the study of every. 

Lesson 133 

Teach: pic ture, sto ry 
(p&'tur) (sto'rl) 

See § 24, § 25, § 26, § 27, § 28, Chapter IV. 

Review: Did (19) the picture have (19) a story in (42) it? 

Review also words taught in Lesson 131. 

Lesson 134 
Review: black, track, beg, leg, every (132), word (132) 
Review also words taught in Lesson 132. 

Lesson 135 
Review: know (124), throw (124), where (122), there (122), come, some 
Review also words taught in Lesson 133. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

70 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 






Lesson 136 

Teach: dish, fish, wish 
(dish) (fish) (wish) 

See § 15, Chapter IV. 
Review: give (128), gave, save, ride, side, slide 

Lesson 137 

Teach: good, fun ny 
(good) (fun 'I) 

See § 16 and § 25, Chapter IV, and then emphasize in oral drill the n 
with which the last syllable of funny begins. 

Review: started, spell, with, basket, almost, ready 

Lesson 138 

Review: back, sack, pack, bent, sent, went, eat, meat, beat 
Review also words taught in Lesson 136. 

Lesson 139 

Review: picture (133), almost (115), every (132), word, good, story (133), 
snow, blow 

Be especially careful that pupils pronounce correctly the word picture. 
The correct pronunciation of this word will be a powerful aid in learning to 
spell it. 

Review also the words taught in Lesson 137. See § 43, Chapter IV. 

Lesson 140 

Teach: turkey, turkeys 
(tur'kl) (tur'klz) 

See Suggested Lesson Plan B, page 56. 

Notice the k-e-y in turkey, and the k-e-y-s in turkeys. 

Review: please C128), some (125), grow, crow, slow, know (124) 

It is welLto refer to lessons indicated by the numbers in parenthesis after 
certain difficult words, for suggestions as to how to re-teach or review these 
words. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation hey in Appendix. 

71 



Tlie teacher should so plan all written work that pupils will not be forced by 
circumstances to guess at the spelling of new or difficult words. See § 5, § 6, § 7, 
§ 8, Chapter IV. 



Lesson 141 
Teach: pie, piece 

(pi) (pes) 
The chief difficulty in spelling piece grows out of the fact that the word 
has not been associated with its proper use. See § 9, § 10, Chapter IV. This 
association may be established by using the word in the phrase, a piece of pie, 
and by pointing out the fact that "there is a pie, p-i-e, pie t in piece." 

Review: where (122), there (122), fine, mine, a piece of (54) pie 

Bring as many members of the class as possible into a discussion of the 
proper answer to the question in the text. See §31, Chapter IV. Try to 
make every pupil understand that his spelling is his own personal problem. 

Lesson 142 

Teach: hungry, happy 
(hun'grf) (hap'i) 

Review: funny (137), fish, dish, wish 

Review also the words taught in Lesson 140. 

Lesson 143 

Teach: found, round 

(found) (round) 

See § 13, § 14, Chapter IV. Insist upon the distinct enunciation of the 
d in each of these words. 

Review: every (132), sick, thick, stick 

Review also the words taught in Lesson 141. 

Lesson 144 

Teach: pota to, turnip 
(po-ta'to) (tur'nlp) 

Place special emphasis upon the correct pronunciation of turnip. This 
will tend toward its correct spelling. 

Review: turkey (140), cook (108), book, look 
Review also the words taught in Lesson 142. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

72 






Lesson 145 

Teach: ahead, along 

(a-htki') (d-16ng') 

Review: piece (141), pie (141), eat (105), rneat (105), come (126), some (125). 
playing (36) house (94) 

Use piece in context. Also meat and some. Place emphasis upon sound- 
ing the g in playing. 

Review also the words taught in Lesson 143. 

Lesson 146 

Teach: does, they 
(diiz) (Ma) 

These words are frequently misspelled. They should be given more than 
ordinary attention. See § 22, § 23, Chapter IV. 

Review: potato, potatoes, hungry (142), happy (142), them, found (143), 
round (143) 
Review also the words taught in Lesson 144. 

Lesson 147 
Teach: grandmother, grandfather, grandma, grandpa, 
(grand 'muM"er) (grand'fa'Wier) (grand'ma) (grand'pa) 
Thanks giv ing, din ner 
(thanks"glv'mg) (dln'er) 

In the pronunciation drill, sound the d distinctly in each of the first four 
words. Review the spelling of mother and father with some drill on their cor- 
rect pronunciation, especially for children accustomed to a foreign language. 
Sound the final g distinctly in the word Thanksgiving. In the oral drill, 
emphasize the n in the last syllable of dinner. Do not sound it, however, in 
pronouncing the word. 

Review also the words taught in Lesson 145. 

Lesson 148 

Ask a number of the pupils to pronounce from the book, or better still 
from memory, the words they have found hardest. Write these on the black- 
board and re-teach them in accordance with the outline of steps as given in 
Suggested Lesson Plan B, page 56. Encourage each pupil to consider the words 
which he finds hardest as his own personal problems. Commend him for even - 
effort made to master these words. 

Review the words taught in Lesson 146. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation hey in Appendix. 

73 



Frequent drills in the lower grades on the technique of correct procedure in 
independent study is the best possible insurance against waste of effort and unsatis- 
factory results in spelling in the upper grades. 



Lesson 149 
Teach: peo pie 
(pe'pl) 
Have this word pronounced in context and spelled orally; for example: 
/ see five people, p-e-o—p-l-e; What funny little people, p-e-o — p-l-el 

Review: funny people, dinner (147), does (146), apples (109), hungry 
What (80) funny little people! 
Review also words taught in Lesson 147. 

Lesson 150 
Teach: who 

(hoo) 
See Suggested Lesson Plan B, page 56. 

Review: Who can they (146) be (94)? 

turkey (140), ahead (145), potatoes, turnips (144), coming, along 
Have a pupil pretend to be the turkey. When he marches up ask him 
to tell his name and spell it, "turkey, t-u-r — k-e-y." Have a half dozen pupils 
play that they are potatoes. As they march up ask each one to tell what he 
is and spell his "name." "I am a potato, p-o — t-a — t-o." Then have them all 
say, "We are potatoes, p-o — t-a — t-o-e-s." Have several pupils repeat this per- 
formance with'tumips. See § 22, Chapter IV. 

Lesson 151 

Teach: visit, that 
(viz 'It) (th&t) 

Review: a Thanksgiving (147) visit. Why (93) are grandfather (147) and (28) 
grandmother (147) so (77) happy? How can (3) you play (36) the 
story that the picture has to tell (21)? 

Have the pupils suggest a plan for playing the story the picture has to tell. 

This picture furnishes a good basis for the development of idiomatic 
sentences by the pupils and for practice in the kind of oral composition which 
will prepare the way for story and letter writing in later grades. The best 
sentences or short oral compositions may be written on the blackboard by 
the teacher. See § 47, § 48, Chapter TV. 

Review also word taught in Lesson 149. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

74 



Lesson 152 

Teach: sometimes 
(stim'timz") 

See § 24, Chapter IV. 

Review: A story can be told (26) by a picture (133). Every picture ia this (82) 
book has (31) a story to tell. 
See § 23, § 43, Chapter IV. 
Review also word taught in Lesson 150. 

Lesson 153 

Review: Try to find (78) the story in each (100) picture that you see (59). 

Review also words taught in Lesson 151. 

Make this lesson an occasion to have the class take a good look at each 
of the pictures in the spelling book up to page 54. 

Ask them to give an appropriate name to every one of the stories sug- 
gested by these pictures. 

Lesson 154 

Teach: when, as 
(hwen) (az) 
When is a really difficult word for many pupils. See § 13, § 14. § 22, 
§ 23, Chapter IV. 

Review : When you (41) have found the (1) story, tell it as well (21) as you can. 

Encourage pupils to dramatize these stories and to drill each other on the 
spelling of all the hard words. See Lesson 150 above; also see Step II, 
Suggested Lesso7i Plan B, page 57. 

Review also word taught in Lesson 152. 

Have pupils tell the class what words they haverecently reviewed and 
how they have re-studied these words. 

Lesson 155 

Review: almost, making (99), taking (99), back, black, tack, track 
See § 24, Chapter IV. 

Lesson 156 

Teach: child, chil dren 
(child) (chll'dren) 

Give special attention to the very distinct enunciation of the d in child, 
and to the correct pronunciation of the last syllable in children. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

75 



Review: basket (109), turkeys, people.; (149), potatoes, does 

Review also words taught in Lesson 154, See § 43, Chapter IV. 

Lesson 157 . 

Review: Thanksgiving (147) dinner, piece, pie, dish, wish, beg, leg, hid, hide 

Lesson 158 

Teach: load, road 
(lod) (rod) 

Use the word road in context; for example: He went down the road. Do 
not refer to nor suggest any wrong way of spelling this word. See § 11, § 12, 
Chapter IV. 

Review: they, them, word, does, ahead, along, hungry, please 
Review also words taught in Lesson 156. 

Lesson 159 

Teach: door, floor 
(dor) (flor) 

Review: grandfather (147), grandmother, fine, mine 

Lesson 160 

Teach: block, clock 
(blQk) (klSk) 

See Suggested Lesson Plan B, page 56. 
Review: where, there, each, reach 

Have pupils pronounce and spell where and there in context. 

Review also words taught in Lesson 158. 

Conduct a very informal discussion with the members of the class on the 
answer to each of the questions in this lesson in the spelling book. 

Lesson 161 

Teach: sled, drum, boots 
(sled) (drum) (bdotz) 

Review: child (156), children (156), give, gave, grow, know, a piece (141) of 
cake 
Review also words taught in Lesson 159. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 



In the lower grades, it is well. to give a period now and then to an, informal 
discussion of each child's method of studying the spelling of typical difficult ru vu 
words. Each child should be made conscious of the steps in his own procedure 
in learning words. If the procedure is a faulty one, improvements should be 
suggested and illustrated. 



Lesson 162 

Teach: Christ mas. stock ings 
(krls'mds) (stok'Ingz) 

Have' pupils spell Christmas, Capital C-h-r-i-s-t — m-a-s, and' stockings 
s-f., >-'■-!; — i-u-g-s. See § 24, Chapter IV. 

Review: every, first (91), found, round, load (158), road (158) 
Review also words taught in Lesson 160 

Lesson 163 

Teach: a lone, a sleep 
(ri-lon') (d-slep') 

Review: when (154), under, block, clock, door (159), floor (159) 
Review also words taught in Lesson 161. 

Lesson 164 

Review: Do (87) you know this funny (137) little (50) old man? 
What is his name? 
Review also words taught in Lesson 162. 

Lesson 165 

Teach: San ta, Claus. done 
(san'td) (kloz) (dun) 

Have pupils spell Santa Claiis, Capital S-a-n — t-a, Capital C-l-a-u-s, and 
don, , d-o-n-e. See § 24, Chapter IV. 

Review: working away (11), almost (115) done 

happy children, fast (70) asleep, Christmas (162) tree 

Encourage pupils to dramatize this story and to drill each other on the 
spelling of the more difficult words. See Step V, Suggested Lesson Plan B, 
page 58. 

Review also words taught in Lesson 163. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

77 



Lesson 166 

Teach: horn, can dy, doll 
(h6rn) (kan'di) (d6l) 

Review: boots, black, books, sled (161), full, pack 

Lesson 167 
Teach: car ry, much, such 

(kar'l) (much) (such) 

The words much and such are very troublesome. Adequate drill on the 
u-c-h letter sequence will be the most satisfactory preventive treatment. 
Do not refer to any wrong way of spelling either of these words. 

Review: block, clock, six stockings (162), door, floor 
Why does (146) he carry such a big load? 
Review also words taught in Lesson 165. 

Lesson 168 

Teach: bus y, down 
(blz'I) (doun) 

The word busy is an extraordinarily troublesome word. Adequate 
drill on the u-s-y letter sequence is suggested as a preventive treatment. Use 
the word in phrases or sentences; for example: busy hands, busy people, 
busy hour, He is a busy man. 

Review: the}', them, grandpa (147), grandma (147), good people. 

Review also words taught in Lesson 166. 

Lesson 169 

Review: work, worked, working, wish, wished, wishing 

Give special attention to drill on the distinct enunciation of the g in 
working and wishing. 

Review also words taught in Lesson 167. 

Lesson 170 

See Suggested Lesson Plan B, page 56. 

Review: went, sent (111), horn, doll, much (167), such (167), load, road, 
round (143), found (143), alone, asleep 
Review also words taught in Lesson 168. See § 43, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

78 



Lesson 171 
Teach: eat en, left 
(et'n) (16ft) 

See § IS, § 19, § 20, § 21, Chapter IV. ' 

Review: There was (82) old (126) Santa Claus (165) busy (168) at work. 
We have eaten the candy and nuts that he left. 

Lesson 172 

Review: -. dishes, worked, coming, carrying, every, visit (151) 

Lesson 173 

Teach: keep, deep, peep 
(kep) (dep) (pep) 

Review: ahead, alone, ready (115), round 
Review also words taught in Lesson 171. 

Lesson 174 

Review: horn, drum, boots, rabbit, spell, when, where 

Lesson 175 

Teach: shed 

(sh_6d) 

In the oral drill give short quick emphasis to the e, s-h-e-d. 
Review: b isy (168), children, sled, door (159), floor 
See § 30, § 31, § 32, Chapter IV. 
Review words taught in Lesson 17:!. 

Lesson 176 

Teach: lake, shake 
(lak) (shak) 

Review: make (81), take (81), peep (173), asleep 

Lesson 177 

Teach: run ning, another 
(rtin'Ing) (a-nuM'er) 

See § 16, Chapter IV. In dwelling on the word running, place emphasis 
on the second //, r-u-n — n-i-u-q, but in pronouncing the word, do not sound 

boot, foot; found; boil; function: chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See •pronunciation key in Appendix. 

79 



the second n. Place emphasis also on the distinct enunciation of the second 
syllable in another, especially with children accustomed to speaking a foreign 
language. 

Review: deep (173), keep (173), saw (11), yes, much, such 
Please give me a ride on (11) your (41) sled. 
Review also word taught in Lesson 175. 

Lesson 178 

Review: making, taking, potatoes, dinner (147), hungry (142), people, lake, 
shake (176), alone, every (132), asleep, working, stockings, candy, 
visit, under (106) 

See § 23, § 24, § 25, § 26, § 27, § 28, § 43, Chapter IV. 
Review also words taught in Lesson 176. 

Lesson 179 

Review words taught in Lesson 177. Discuss informally with the class 
the specific difficulties which their spelling has presented, and then discuss 
with them efficient methods for the review of particular hard words. 

Lesson 180 

Teach: afternoon, having, close, behind 
(after-noon') (hav'ing) (klos) (be-hind') 

Have pupils practice the correct pronunciation of all of these words. 

Review: ahead (145), another (177) ride, as fast (70) as he can (3), trying 
to (86) keep up, having a good time, down (168) the hill (48) 
This lesson marks the completion of the first half of the second year's 
work. If there is any time left before the class promotions take place the 
teacher may well devote it to a systematic and thoroughgoing review of the 
words which she has kept in her spelling pocket. See § 43, Chapter IV. 

Lesson 181 

Satisfy yourself before beginning the work of the second half of the 
second year that the members of the class have gained some mastery of an 
efficient plan of study. Review with them the plan suggested on page 32. 
From this point on the method of learning to spell through practice in writing 
can play an increasingly important part. All efforts at written spelling must 
be carefully supervised. See § 5, § 6, § 7, § 8, § 44, Chapter IV. See page 60. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, 6be} r , cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

80 



Teach: coat, cap, wear 
(kot) (kip) (war) 

See Suggested Lesson Plan B, page 56, and § 1, Chapter IV. Also § 13, 
j 14, Chapter IV. Sec also page 60. 

The word weeir is a troublesome one. Be sure pupils pronounce this 
word distinctly and know its meaning. See §9, § 10, Chapter IV. Do not 
refer to nor suggest any wrong way of spelling this word. 

Review: snow, blow, sled, shed (175), ride, slide 
See Partial Lesson Plan B, page 59. 

Lesson 182 

Teach: bark, dark 
(bark) (dark) 

See Partial Lesson Plan B, page 59. 

Review: keep, deep, snowed, snowing, load (158), road 

Review also words tausht in Lesson 180. 

Lesson 183 

Teach: arms, a round, neck 
(armz) (d-iound') (neki 

( iive special attention to drill on the correct pronunciation of around. 
Sound the d distinctly. 

Review: fly, flying, running (177), along, started (97), having (180) 
Review also words taught in Lesson 181. 

Lesson 184 

Review: house, afternoon (180), each, where, coming, carrying, close, 
around (183) 
Review also words taught in Lesson 182. 

Lesson 185 

Teach: bright, light, might, right, fight, night, sight, tight 
(brit) (lit) (mlt) (lit) (fit) (nit) (sit) (tit) 

Si e Partial Lesson Plan B, page 59. Have pupils pronounce these words 
in phrases or sentences; for example: a bright light; a bright boy; He used the 
right word; It was a dark night; It was a funny sight; My collar is too tight; 
Sec § 9, § 10, Chapter IV. 

Review also words taught in Lesson 183. 

boot, fobt; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure : kh = eh as in loch. See pronunciation key in Appendix. 

81 



Lesson 186 
Review: Hold (26) on tight (185) with all your might (185), As we (72) go (77) 
flying down the (1) hill. 

Lesson 187 
Teach: made, like 
(mad) (Ilk) 

Before teaching made, see § 11, § 12, Chapter IV. 
Review: left, right (185), who (150), gives (128), liked, much, such 

Review also words taught in Lesson 185. 

(On the assumption that the teacher lias become thoroughly familiar 
with Suggested Lesson Plan B, less frequent reference will be made to it 
hereafter.) 

Lesson 188 
Teach: been, drop, stop, clap, boat 
(bin) (drop) (st6p) (klap) (bot) 

Before teaching been see § 11, Chapter IV. 
Review: has, have (19) been, cap, coat 

Lesson 189 

Teach: sitting, jump, riding 
(slt'mg) (jump) (rid'Ing) 

See § 16, § 17, Chapter IV. Have pupils practice the oral spelling of 
silting as follows: sitting, s-i-t — t-i-n-g. 

Review: down, like, around, happy, bright (185), light (185) 

Review words taught in Lesson 187. 

Endeavor to impress upon every child in the class the fact that the 
suggestion printed in line border in his text is addressed personally to him. 

Lesson 190 

Teach: read, lead, leave 

(red) (led) (lev) 

Do not refer to nor suggest in this grade any wrong way of spelling these 
words. Drill on the pronunciation and the letter sequence of the word leave. 

Review: reading, went (190), leading, each (100), bark, dark 
Review also words taught in Lesson 188. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sm; cold, obey, c6rd, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

82 



Lesson 191 

Teach: about, across, above 
(d-bout') (ri-kros') (a-buv') 

Suggest that across is cross with an a at the beginning. This word is 
frequently misspelled by reason of its being so frequently mispronounced. 
Pupils should not be allowed to attempt to spell it until they are able to 
pronounce it correctly. 

Review: arms, neck, deep, keep, alone, made (187) 
Review also words taught in Lesson 189. 

Lesson 192 

Teach: doing, hard, card 
(ddo'lng) (hard) (kard> 

In the oral spelling drill on doing, emphasis should be placed as follows: 
d-o — i-n-g. 

Review: done (165), might, right, does, meat (105), neat (105) 

Review also words taught in Lesson 190. 

Reread § 18, § 19, § 20, § 21, Chapter IV. Give the pupils a simple 
explanation of the reason which lies back of the suggestion printed in line 
border in their spelling books. See § 44, Chapter IV. 

Lesson 193 

Teach: al ways, here, want 
(61'waz) (her) (want) 

The word always is very troublesome. "It has two syllables and two 
letters in the first syllable.'' The word here is not a hard word if associated 
with its proper use; for example, We are here. See § 11, § 12, Chapter IV. 

Review: riding (189), like, leave (190), been (188), read (190), lead (190) 
Review also words taught in Lesson 191. 

Lesson 194 

Teach : morn ing, be fore 
(mor'nlng) (b£-for') 

Have pupils pronounce before in sentences; for example: He will come 
before morning; School zoill close before Christmas. 

Review: afternoon, night (185), tight, behind, sitting (189), leading 

See § 30, § 31, § 32, Chapter IV. 
Review words taught in Lesson 192. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure: kh = ch as in loch. See pronunciation key in Appendix. 

83 



Lesson 195 

Teach: fire, melt, warm 
(fir) (m6lt) (worm) 

The word fire is a monosyllable. . If pupils are taught to pronounce it 
correctly while learning to spell it they will be less likely to misspell it. 

Review: about, close, across (191), drop, above, doing (192) 

Review also words taught in Lesson 193. 

Lesson 196 

Teach: could, should 

(kood) (shood) 

Review: Could you make a snow child who could run (88) and (28) jump 
about and play? Should you like to try? 
Review words taught in Lesson 194. 

Lesson 197 

Teach: feet 

(fet) 

Review: wear (181), coat (181), sled (161) 
Review also words taught in Lesson 195. 

Lesson 198 

Teach: would 

(wood) 

See § 11, Chapter IV. 
Review: should (196), could (196), always (193) 
Review also words taught in Lesson 196. 

Lesson 199 

Teach: white, from, head, foot 
(hwit) (fr6m) (hgd) (foot) 

See Suggested Lesson Plan B, page 56. 

Give sufficient drill on the correct pronunciation of white. 

Review: busy (168) all morning (194), had fun (88), night before (194) 
Review also word taught in Lesson 197. See § 43, Chapter IV. 
(Reread § 5, § 6, § 7, § 8, Chapter IV). 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

84 






Read pages £5 to 27 in the introduction to < 'hapU r V. Notice especially 
the significance of boldface type in Lesson Treatments. 



Lesson 200 
Teach : us 

(us) 

Review: Do not (81) run away from us. Please (128) stop. Please come (126) 
back. We want you (41) to stay here (193) always and play (36) 
with (106) us. 
Review also word taught in Lesson 198. 

Give all possible encouragement to pupils who show a willingness to 
"make up a story" suggested by this picture. See § 5, § 6, § 7, Chapter IV. 

Lesson 201 

Teach: goes, go ing, gone 
(goz) (go'Ing) (g6n) 

Have pupils write goes, repeating the g-o-e-s while they write. In the 
oral spelling of going place emphasis as follows: g-o — i-n-g. Stop abruptly 
and long after the o and then emphasize the i in spelling the last syllable. 

Review: does (146), doing, done 

Review also words taught in Lesson 199. 

Lesson 202 

Teach: cheeks 
(chekz) 

Review: fire (195), warm (195), from, running (177), another 

Review also word taught in Lesson 200. 

Lesson 203 

Teach : called, a gain 
(kold) (ri-gen') 

Avoid the tendency to mispronounce again in order to make its spelling 
easier. 

Review: The children (156) called again and again, but the snow child would 
(198) not come back. 

They (146) ran after (5) him, but they could not keep (173) up with 
him. 
Review also words taught in Lesson 201. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix . 

7 85 



Lesson 204 

Teach: small, small er 
(smol) (smol'er) 

Review: card, hard (192), foot, feet (197) 
Review also word taught in Lesson 202. 



Lesson 205 

Teach: were, glad 

(wur) (glad) 

Have the word were pronounced in context; for example: We were glad 
when father came home. 

Review: sled, shed (175), fight (185), sight (185) 
Review also words taught in Lesson 203. 



Lesson 206 

Teach: soon, moon 
(soon) (moon) 

Review: bark, dark, much (167), such (167) 
Review also words taught in Lesson 204. 



Lesson 207 

Teach: said, must, if 

(s6d)' (must) (If) 

The word said is a troublesome one. Give sufficient drill to the letter 
sequence a-i-d with special emphasis on the a-i. 

Review: The snow child said, "Do (87) you not know that if I stay here, 
I must grow smaller as the sun (88) grows warmer? 
My cheeks no (77) longer will (48) be full and (28) bright (185)." 
Review also words taught in Lesson 205. 

Lesson 208 

Teach: slowly, nothing, home, north 
(slo'll) (nuth'lng) (hom) (north) 

The word nothing calls for considerable drill. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, 6bey, cord, stop, compare; unit, unite, burn, cut, focus, menu: 

86 



Review: "Slowly I should melt, and at last (70) there would be nothing left 
of (54) me. 

"I must hurry away (11) to my home in (42) the north." 
Soon he was out of sight. 
Review words taught in Lesson 20fi. 

Lesson 209 

Teach: hope, of ten, our, just 
(hop) (of'n) (our) (just) 

Before teaching often, see § 25, Chapter IV. Avoid any tendency to 
mispronounce this word in order to make its spelling easier. Since this word 
is spoken and written so frequently, it is important that both its corn <■( 
pronunciation and its spelling be given emphasis. 

Before teaching our see § 11, § 12, Chapter IV. The difficulty with the 
spelling of just grows, for the most part, out of incorrect pronunciation. 

Review: come back to us, children said, hope to see (59), were (205) so (77) 
glad, could (196) run (88) about 

Review also words taught in Lesson 207. 

Do everything possible to emphasize the value of the suggestions printed 
in line border in the spelling textbooks. 

Lesson 210 

Teach: because 

(be-k6z') 

See Suggested Lesson Plan B, page 56. 

The chief difficulty with because is the final e. Drill on the oral spelling 
vhich accompanies the writing of the word about as follows: b-e — c-a-u-s-e. 
Jive considerable vocal emphasis to the final e. 

leview: again (203). head, who (150), were, always 
Review words taught in Lesson 20P>. 

Lesson 211 

Teach: car, far, once 
(kar) (far) (wuns) 

The word once is "hard all over." Have pupils write once upon a lime — 
and write it attentively several times. See § 44, Chapter IV. 

Review: coming, going (201), goes (201) 

Review also words taught in Lesson 209. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pron unciotion key in Appendix. 

87 



Lesson 212 

Teach : south 
(south) 

Review: above, across, doing, does, done 
Review also word taught in Lesson 210. 

Lesson 213 

Teach: wind, then 
(wind) (th&n) 

Review: the warm (195) south, children were (205) glad, once (211) again, 
had gone back to his (1) home, far in the north (208), when, 
because (210) 

Have pupils form complete sentences using these phrases. 

Review also words taught in Lesson 211. 

Lesson 214 

Review: here, there where (122), before, behind, from 
Review also word taught in Lesson 212. 

Lesson 215 

Teach- forget, forgot, corner 
(f6r-g6f) (fdr-g6t') (kor'ner) 

See § 13, § 14, Chapter IV. 

Review gone, often (209), nothing (20S) 

Review words taught in Lesson 213. 



Teach: help, held, put 
(help) (held) (pdbt) 

Review: hope, our (209), once 



Lesson 216 



Lesson 217 



Teach: win ter 
(win'ter) 

Review: on (11) that cold (26) winter day (36), child ran away, will not (81) 
forget (215), now and (28) then, love him still (48) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin: cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 



Have children form complete sentences, using these phrases, to complete 
the -tory begun on page 71. See § 5, § 6, § 7, Chapter IV. 
Review new words taught in Lesson 215. 

Lesson 218 
Teach: better, than, both 
(bet'er) (Man) (both) 

Before teaching better, see § 25, Chapter IV. Have than and both pro- 
nounced in context by many different pupils. Sentences suggested: He is 
older than I; We are both young. 

Review: close, busy, because, corner (215), hard, card 
Review also words taught in Lesson 216. 

Lesson 219 

Teach: bank, thank 
(bank) (thank) 

Review: they (146), know (124), does, done (165), piece (141), pie (141) 
Review also word taught in Lesson 217. 

Lesson 220 

Teach: aunt, un cle, helped 
(ant) (un'kl) (helpd) 

See Suggested Lesson Plan B, page 56. 

The words aunt and uncle are troublesome. They call for considerable 
drill, preferably in phrases or sentences: My aunt and my uncle came to visit us. 

Review: always (193), put (216), held (216), coming (107), having (ISO) 

Review also words taught in Lesson 21S. 

Call on individual pupils to tell what particular words they have found 
it necessary to review lately. See § 23, § 24, Chapter IV. 

Lesson 221 

Teach: wait ing, cross, step 
(wat'Ing) (kros) (step) 

Review: roads (158), afternoon (180), jump 

Review words taught in Lesson 219. 

Lesson 222 
Review: doing (192), going, aunt (220), uncle (220), house (94), people (149) 
Review also words taught in Lesson 220. 

boot, toot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

S9 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 223 

Teach: a go. lost, which 

(d-go') (lost) (hwlch) 

The word lost is sometimes confused with another word. Hence the neces- 
sity for practice in correct pronunciation of it and for its use by pupils in 
sentences. Which is an exceedingly troublesome word, a "spelling demon." 
Give considerable drill on the use of this word in sentences. Emphasize its 
correct pronunciation to such an extent that it cannot be mistaken for the 
other word with which it is generally confused. Drill on its oral spelling as 
follows: w-h-i-c-h. See § 4, § 13, § 14, Chapter IV. 

Review: once (211) there was, long ago, coming home, lost her (1) way, did 
not know which way (49) to (86) go 
Have pupils form complete sentences using these phrases. 
Review also words taught in Lesson 221. 

Lesson 224 

Teach: very, toad, fairy 
(ver'I) (tod) (far'I) 

Drill on very, v-e-r — y. Notice "that fairy has airy in it." 

Review: much, better (218), than (21S), going, alone, toad, said (207), must 
stay here, a, good fairy, he coidd call, would know where 
See § 5, § 6, § 7, Chapter IV. 

Lesson 225 

Teach: clean, new, dress 
(klen) (nu) (dres) 

Have new pronounced in phrase or sentence; make no reference to 
the fact that there is another word pronounced the same way but spelled 
differently. Prevent confusion by teaching this word as it should be used in 
sentences in writing; for example: / have a new ivatch; You live in a new 
house. 
Review: wait (221), baby, car, far, hurry, carry (167) 

Review also words taught in Lesson 223. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

90 



When a pupil has misspelled a word, whether orally or in writing, do not 
call his attention to the wrong form. Drill on the correct form of the word. 



Lesson 226 
Review: cross (221), because, often (209), head, foot, feet 
See § 31, § 32, Chapter IV. 
Review also words taught in Lesson 224. 

Lesson 227 
Review: across (191), along, again (203), always, forget (215), forgot 
Review also words taught in Lesson 225. 

Lesson 228 

Have each member of the class write out in correct form, a list of words 
which have been hardest for him or her. Place a representative list of such 
words on the blackboard and have the class check to see which words have 
occurred on the largest number of lists. Check these words with the list 
you have kept in your spelling pocket. (See § 43, Chapter IV.) Develop 
the idea that words are by no means of equal difficulty. See § 23, § 24, § 25, 
§ 26, § 27, § 28, Chapter IV. 

Lesson 229 
Teach: soap 

(sop) 

Review: clean (225), lost (223), first (91), fairy (224), picture (133), 
another (177) 

Sec Suggested Lesson Plan B, page 56. 

In the search for lesson helps, it is well to turn back to the lessons num- 
bered in parenthesis after each of the hard words listed for review in thi^ 
lesson. 

Lesson 230 
Review: morning, nothing, having, going, riding (189), helping (216), has (31), 
been (188) 
(In all written work done by pupils in this grade, keep in mind § 5, § 6, 
§ 7, Chapter IV.) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when; zh = z as in azure; kh = ch as in loch. See prommciaHon key in Appendix. 

91 



Lesson 231 

Teach: blue 
(bloo) 

See § 11, § 12, Chapter IV. 

Review: dress (225), new (225), doll, aunt, uncle, north, south, visit (151) 
very (224), dark, said 
Review word taught in Lesson 220. 

Lesson 232 

Teach: cit v 

(sit'I) 

Review: some (125), him, made (187), help, held, does (146), hope, soon 
See § 44, Chapter IV. 

Lesson 233 

Teach: doe tor 
(dok'ter) 

See $ 28, Chapter IV. 

Review: we, know, busy (168). car, far, wait, bank, thank 

Review also word taught in Lesson 231. 

Lesson 234 

Teach: flag, coun try 
(flag) (kun'tri) 

Review: our flag, our country 

The flag that we (72) love 

is the (1) red (38), white (199), and blue (231) 
Review also word taught in Lesson 232. 

Lesson 235 
Teach: ate, gate, late 
(at) (gat) (l&t) 

Have pupils pronounce ate in sentence: I ate the apple. 

Review: give, said, wanted 

Review word taught in Lesson 233. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

92 



Lesson 236 
Review: which (223), comer, dark, city, doctor (233), because (210) 
Review also words taught in Lesson 234. See § 44. Chapter IV. 

Lesson 237 

Teach: bite, write 

(bit) (rlt) 

Have pupils pronounce write in sentences. This word calls for con- 
siderable drill and review in context. 

Review: white, wear (181), clean, dress 

Review also words taught in Lesson 235. 

Lesson 238 
Review: would (198), better, than, new, should, having, made, flag, could, 
very, just (209), must 

Lesson 239 
Teach: an v 

(en'i) 

This is a very troublesome word. Its mastery calls for considerable 
drill and review in writing it in context: Any pupil can team to spell any. 

Review: many (54), busy, people, both (218), before (194) 
Review words taught in Lesson 237. 

Lesson 240 

Teach: grass, bunch, flow ers 
(gras) (bunch) (flou'erz) 

See Suggested Lesson Plan B, page 56. 

Review: blue, bite, write (237) 

See § 43, Chapter IV. 

Lessqn 241 

Review word taught in Lesson 239. 

Have each pupil submit a list of words, correctly written from his text, 
which he or she has found difficult. Place several of the most troublesome 
of these on the blackboard. Devote a few minutes to a discussion of asso- 
ciations which will help pupils to remember the correct spelling of any of 
these words before drilling on the words. See § 29, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = chasin loch. See pronunciation key in Appendix. 

93 



Lesson 242 

Teach: need, seed 
(ned) (sed) 

Review: doctor, country (234), stop, drop, ate (235), late 
Review also words taught in Lesson 240 

Lesson 243 
Teach: have to 

(hav too) 

Here is a very difficult word combination. It has been so generally 
mispronounced that pupils will need much practice in pronouncing it correctly 
and in writing it in sentences, such as: We shall have to be there at twelve o'clock. 

Review: have (19), been (188), aunt (220), uncle (220), many, any (239), 
knows, better (218) 
See § 44, Chapter IV. 

Lesson 244 

Teach: al read y, a mong, salt, dig 
(ol-rgd'I) (d-mung') (solt) (dig) 

Already is a very frequently misspelled word. To teach it effectively 
requires the utilization of all possible sensory avenues. See § IS, § 19, § 20, 
§ 21, Chapter IV. 

Review: again, said, white (199), write (237) 

Review also words taught in Lesson 242. 

Take a few minutes for an effective review with the class, textbooks 
in hand, on the way to learn to spell as outlined on page 32 in their books. 

Lesson 245 

Teach: dan de li on ; vel low, its 
(dan'de-ll"un) *(yeTo) (Its) 

Suggested association for dandelion? The middle letter of dandelion is e. 
Suggested association for yellow: The yellow dandelion groivs low on the ground. 

Review: yellow as gold (26), holds up its head 

Which is the wind that brings the whiter (217)? Which wind brings 
the grass and (28) the flowers (240)? 
Review also words taught in Lesson 243. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c&mpare; unit, unite, burn, cut, focus, menu; 

94 



Lesson 246 

Teach: leaf, leaves, ear lv. si ems, bunch es 
(lef) (levz) (ur'Ii) (stgmz) (bunch 'ez) 

Give attention to drill upon- correct pronunciation of leaves. See § 13, 
§ 14, Chapter IV. 

Review: because, smallest, among (224), already (244 J 
Review also words taught in Lesson 244. 

Lesson 247 
Review: "The children (156) are (41) coming," 
The old (26) flower said (207). 
"If you want them (127) to find (78) you, 
Just hold (26) up your (41) head." 
Review also words taught in Lesson 245. 

Lesson 248 

Teach: I'll, face, cannot, that's 
(II) (fas) (kan'n6t) (thMz) 

Write on the blackboard a number of colloquial sentences formed by 
the children, each containing the word I'll, such as: I'll go for a pail of water. 
Show how the wi disappears in the haste with which the shorter word is 
formed. Explain that the apostrophe (') is to mark the place where wi once 
was. "Notice that cannot is the two words can and not pushed together so 
as to make one word." 

Review: Said one (53) little (50) flower, 
"I'll keep my face hid. 
Then they cannot find me." 

And that's just what (80) she did (19). 
Review words taught in Lesson 246. 

Lesson 249 

Teach: branch 
(branch) 

Review: bush, bushes, stem (246), leaf (246), dandelion (245), yellow (245), 
branches, seed, need (242) 
See § 32, Chapter IV. 

boot, toot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

95 



In oral spelling drill, care must be taken by the teacher to prevent the mis- 
spelling of words, since such misspellings, heard and practiced, may have the 
effect of a class drill on the wrong form. 



Lesson 250 

Teach: box, bowl, cup 

(bSks) (bol) (kup) 

See Suggested Lesson Plan B, page 56. 
See § 28, Chapter IV. 

Review: soap (229), boxes, piece (141), pie, ate (235), both 
Review also words taught in Lesson 24S. 



Lesson 251 

Teach: on Iv, oth er, eas y 
(on'll) (uth'er) (ez'I) 

Review: any (239), many (54), city, then (213), each, said 

Review also word taught in Lesson 249. 

Conduct a short informal discussion with the class in developing a satis- 
factory answer to the questions asked in their textbooks. 



Lesson 252 

Teach: learned, les son 
(lurnd) (les'n) 

See § 18, § 19, § 20, § 21, Chapter IV. 

Review: already, among, cannot (248), could (196), would, should (196) 

Review also words taught in Lesson 250. 

Lesson 253 

Teach: burn, burned, broke, bro ken 
(burn) (burnd) (br5k) (bro'kn) 

Drill on b-u-r-n, b-u-r-n-e-d, and then have these words written in 
context, See § 24, Chapter IV. 

Review: leading (190), reading (190) 

Review also words taught in Lesson 251. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

96 



Generally speaking, emphasis should be placed upon oral spelling {auditory 
and speech-motor methods of drill) in the case of younger pupils. 



Lesson 254 

Teach: build, built, rang, ^ang 
(blld) (bllt) (rang) (sang) 

Drill on b-u-i-l-d and have it written in several sentences; then on 
b-u-i-l-t and have it written in several sentences. For caution see § 44, 
Chapter IV. 

Review: easy (251), early (246) 

Review also words taught in Lesson 252. 

Lesson 255 
Teach: doz en 
(duz'n) 

See § 22, Chapter IV. 

Review: one (53), two (53), three (53), four (53), five (53), six 
Two times six make (81) a dozen. 
Review also words taught in Lesson 253. 

Lesson 256 

Teach: thing, sting, swing 
(thing) (sting) (swing) 

Review: learned (252), lesson (252) 

Review also words taught in Lesson 254. 

Lesson 257 
Review: which (223), better, both, here (193), before 
Review also word taught in Lesson 255. 

Lesson 258 
Teach: win, skin, spin, mice nice 

(win) (skin) (spin) (mis) (nls) • 

r See Partial Lesson Plan B, page 59. 
Review words taught in Lesson 256. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

97 



Lesson 259 

Teach: most, nose, none 
(most) (noz) (nun) 

"None means no one, which is the way we sometimes write it, but it 
takes one less o to write it none, and we have one less word to write." 

Review: have to (243), dozen, branches, among, build (254), built (254) 

Lesson 260 

Teach : yes ter day, to- day 
(yes'ter-da) (too da') 

See Suggested Lesson Plan B, page 56. 
See § 13, § 14, § 28, Chapter IV. 

Review: only (251), other (251), country, thing, burned (253), early, swing, 
easy, broke 
Review also words taught in Lesson 258. 

Lesson 261 
Review: bright, might, sight, tight (1S5), right (1S5), night (185), light (185), 
fight 
Review also words taught in Lesson 259. 

Lesson 262 

Teach: spill 
(spa) 

Review: hill (48), mill (48), still (48), bill, fill (48), till, will (48) 

Review words taught in Lesson 260. 

Lead the pupils to find the answer to the question in the textbook by 
referring them, if necessary, to page 32. 

Lesson 263 

Teach: windmill, wooden, shoes 
(wlnd"mn") (wdod'n) (shooz) 

He keeps his l-o-e-s, toes, in his sh-o-e-s, shoes. See § 2S, Chapter IV. 

Review: another land (28), wearing wooden shoes, have to, country (234), 
which 
See § 48, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
light, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menii; 

98 



Lesson 264 

Teach: race 
(ras) 

Review: dozen, none (259), face, nice, bite 
Review also word taught in Lesson 262. 

Lesson 265 
Review: busy, already, blue (231), dress (225), clean (225), shoes (263) 
Review also words taught in Lesson 263. 
See § 43, Chapter IV. 

Lesson 266 

Teach: end, bend, send, lend 
(end) (b6nd) (send) (lend) 

Review: build, built 

Review also word taught in Lesson 264. 

Lesson 267 

Teach: class, desk, add, pa per, pen cil, e ras er, read er, page 
(klas) (d6sk) (ad) (pa'per) (pen'sll) (e-ras'er) (red'er) (paj) 

See § 23, § 24, § 26, § 27, Chapter IV. 
Review: card 

Lesson 268 

Teach: cent, for 

(sent) (for) 

The chief difficulty with these words is that of associating them with their 
proper meaning and use. There should, therefore, be considerable drill in 
writing them in short sentences. See § 9, § 10, Chapter IV. 

Review: Pencils (267) sell (21) for one (53) cent each, or six pencils for five (53) 
cents. 
Review also words taught in Lesson 266. 

Lesson 269 
Review: At school (91) I always try: 
To do (87) my best, 
To keep my desk (267) neat, 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

99 



To keep my books clean, 
To know my lessons well, 

To learn to spell the words (132) I need to (186) write. 
Review words taught in Lesson 267. 

Lesson 270 

Make the review of this list and the one on page 30 as comprehensive, 
complete and thoroughgoing as possible, covering several days if time permits. 
Give special attention to the words which have been hardest for this particular 
class or group of pupils. See § 23, § 43, Chapter IV. Assign pupils in pairs 
to drill each other on the oral spelling by syllables of the words in a given 
column. See Step V, Suggested Lesson Plan B, page 58. Each child may 
then pronounce the words so that the other may have practice in writing 
them. Then on the following day give a written test, pronouncing the words 
in sentences. Let it be known in advance that each pair will compete with 
every other pair. Commend every pupil whose partner has made a perfect 
score. Give the best spellers every possible incentive for bringing the. others 
up to standard. 



Review List 



about 
above 

across (191) 
afternoon (180) 
again (203) 
ago 

ahead (145) 
almost (115) 
alone 
along 

already (244) 
always (193) 
among (244) 
another (177) 
any (239) 
apple (109) 
around (183) 
asleep 
ate (235) 
aunt (220) 
be (94) 
because (210) 
been (188) 



before (194) 
began (97) 
begun 

behind (180) 
better (218) 
black 
blue (231) 
books 
both (270) 
boxes 
branches 
bright (185) 
broke 
broken 
build (254) 
built (254) 
burn (253) 
burned (253) 
busy (168) 
came 

cannot (248) 
cards 
carry (167) 



carrying 
cents (268) 
child (156) 
children (156) 
Christmas (162) 
city (232) 
class (267) 
clean (225) 
clock 
close 

come (126) 
coming (107) 
corner (215) 
could (196) 
country (234) 
cut 
dark 

deep (173) 
desk (267) 
dinner (147) 
dish 

doctor (233) 
does (146) 



doing (192) 
done (165) 
door (159) 
down (168) 
dozen (255) 
dress (225) 
drop 

each (100) 
early (246) 
easy (251) 
eaten (171) 
eating (105) 
eraser (267) 
every (132) 
fairy (224) 
feet (197) 
fight (185) 
fine (119) 
fire (195) 
first (91) 
flag 

floor (159) 
flower (240) 



ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh =z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

100 






foot 

for (268) 
forget (215) 
forgot (215) 
found (143) 
from 

funny (137) 
gives (128) 
glad 

goes (201) 
going (201) 
gone 
good 
grass 
grows 

happy (142) 
hard (192) 
have to (243) 
having (180) 
head 

held (216) 
help (216) 
helped 
here (193) 
him 
home 
hope 

house (94) 
houses (94) 
hungry (142) 
hurry 
jump 
just (209) 
keep (173) 
know (124) 
learned (252) 
leaves (246) 
lesson (252) 



light (185) 
like 

load (158) 
made (187) 
mail (103) 
making (99) 
meat (105) 
might (185) 
mine (119) 
morning (194) 
mouse (94) 
much (167) 
must 
nail (103) 
name 
neat (105) 
need (242) 
new (225) 
nice (258) 
night (185) 
none (259) 
north (208) 
nothing (208) 
often (209) 
once (211) 
only (251) 
or 

other (251) 
our (209) 
page (267) 
paper (237) 
pencil (267) 
people (149) 
picture (133) 
pie (141) 
piece (141) 
please (12S) 
potatoes 



put (216) 

rabbit (96) 

reach (100) 

readv (115) 

right (185) 

road (158) 

round (143) 

running (177) 

said (207) 

school (91) 

seat (105) 

shed (175) 

shells 

shoes (263) 

should (196) 

side 

sight (185) 

sitting (189) 

sled (161) 

small 

smaller 

smallest 

snow 

some (125) 

sometimes (152) 

soon 

south 

squirrel (96) 

start 

stem (246) 

stockings (162) 

stop 

story 

such (167) 

taking (99) 

teach (100) 

teacher (110) 

Thanksgiving (147) 



them (127) 
then (213) 
there (122) 
thev (146) 
thick 
thing 
tight (185) 
to-day (260) 
took 
trying 

turkey (140) 
uncle (220) 
under (106) 
li- 
vers- (224) 
visit (151) 
wait (221) 
want 

warm (195) 
wear (181) 
went (111) 
were (205) 
when (154) 
where (122) 
which (223) 
white (199) 
who (150) 
why (93) 
winter (217) 
wish 

with (106) 
wooden 
work 

would (198) 
write (237) 
vellow (245) 
yesterday (260) 



10,i 



Introduction to Third Year 

It is tremendously important that pupils become increasingly 
self-directive in their own education. Read with them the method 
of study suggested on page 2 in their textbooks. Emphasize the 
importance of (1) self -directed study and (2) self-imposed review. 

In developing a method of study, stress the importance of 
taking a good look at the word to identify it and to gain familiarity 
with its form. Speak of the direct bearing which correct pronun- 
ciation has upon correct spelling. Explain what is meant by the 
suggestion, " Close your eyes and try to see the letters in their 
places." From the beginning of the third year, the writing of 
words can be made a powerful aid in learning to-spell-in-writing. 
Explain that this is really the ultimate and the only real purpose 
we have in learning to spell. Make it perfectly clear, however, 
that mere writing of words, unless accompanied by active atten- 
tion, may hinder, rather than promote, accomplishment in spelling. 

Call attention to the "spelling pocket," pasted on the inside 
of the last cover of the book, for reminding each individual pupil 
of the particular words he should be sure to restudy and review. 
Encourage pupils to test each other from time to time in an effort 
to bring up the spelling standards of the class as a whole. Have 
an understanding with the class at the beginning of the year that 
group efficiency in spelling is to be one of the class problems or 
projects of the year. Encourage each pupil to make the best 
individual spelling record he is capable of and to assist in making 
the group score in spelling as high as possible. If these viewpoints 
and purposes are definitely agreed upon at the beginning of the 
term, the year's work should be marked by definite results in the 
master}- of an efficient method of study as well as in the number 
of words actually learned. 

Explain to pupils that spelling is a personal problem for each 
one of them. 

Reread letter on page xii. 

103 



Suggested Lesson Plan C 

(For Third Year) 

Step I. Teach Separately Each New Word in the Lesson : 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impression 
of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. 
The teacher may call upon several pupils in turn, 
until it becomes reasonably certain that all members 
of the class are familiar with the meaning and use of 
the word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, 
but never by calling attention to any wrong way of 
spelling it. 

(5) Teacher indicates syllabication of word by 
pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally, for example, 
a-l — l-o-w (pausing briefly at the end of each syllable 

* For the convenience of the teacher, the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

104 



without pronouncing the syllable). In this step the 
teacher should pronounce the word before and after 
each spelling. 

(6) Several pupils in turn are called upon to spell 
the word orally by syllables, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

(8) Each pupil writes the word, quietly pro- 
nouncing each letter as he writes it, and then compares 
the word as he has written it with the word as it is 
spelled on the blackboard or in the book. 

Step II. Review All Other Words of the Lesson - : 

Any or all of the steps indicated in (1) to (8) above 
may be taken, if necessary, in reviewing any difficult 
word. Emphasis should vary according to the degree 
of difficulty. 

Review also the new words in the lesson second 
preceding. Give particular attention to any pupils 
who may have been absent when these words were 
taught. 

Step III. Conduct, for a Brief Period, Intensive Individual 
Study : 

Each pupil studies the words of the lesson from 
his textbook, following the plan given him on page 2. 

Step IV. Test: 

Teacher dictates the words of the lesson in phrases 
or short sentences. Sentences should be so formed as 
to indicate, when possible, the meaning of the word. 
Example: My father used an ax to cut down the tree. 
If in forming such phrases or sentences, it is necessary 
105 



to use words which pupils have not yet learned to 
spell, these words should be written on the blackboard 
so that they may be copied. Teacher collects papers 
for checking. 

Step V. Make Assignment for Independent Study: 

Teacher returns spelling papers of previous day 

with misspelled Avords completely obliterated but with 
correct spelling of these words indicated. (See Testing 
Spelling and Checking Errors in the Lower Grades, 
page 60.) 

Each pupil enters on the list in his spelling pocket 
the words he has misspelled and reviews these words, 
following the directions on page 2 in his spelling book. 
He also reviews in the same manner the words pre- 
viously written on this list. 

In their individual study, pupils should be encour- 
aged to visualize each word, that is, "to close their 
eyes and try to see the letters in their places," then to 
look at the word in the book or on the blackboard, and 
again to close their eyes and try to picture it. 

An occasional free study period of a few minutes 
may be occupied profitably by students assigned in 
pairs to drill each other on the oral spelling by syllables 
of the words of the preceding lesson. At least an 
hour should elapse between the spelling lesson and 
this study period. In so far as it is possible, each 
pupil who is weak in spelling should be assigned to 
study with one who is strong in spelling. 



106 



The teacher should so plan all written work that pupils will not be forced by 
circumstances to guess at the spelling of new or difficult words. See § 5, § 6, § 7, 
§ 8. Chapter IV. 



Lesson 271 

Read Introduction to Third Year, page 10.J. 

The first lesson period of the Third Year should be spent in familiarizing 
pupils with the method of study and review as outlined on page 2 of their 
spelling books. Special attention should be called to the spelling pocket and 
its correct use. See Use of the Spelling Pocket, page 24. 

See § 1, § 22, § 44, Chapter IV; also Suggested Lesson Plan C, page 104. 

Lesson 272 

Teach: bow, al low, be gin, be gin ning 
(bou) (a-lou') (bS-gln') (be-gln'mg) 

See Suggested Lesson Plan C, page 104. See also page 60. 
Review: first, lesson (252), yesterday (260), learned (252), which, class (267) 

Review also suggestions on a method of study and review as given on 
page 2 of the spelling book. 

Lesson 273 

Teach: patch, catch, match 
(p&ch) (kSch) (m&ch) 

See Suggested Lesson Plan C, page 104. 
Review: am, very (224), busy, light, right, night 

Lesson 274 

Teach: rain, pain, chain, train 
(ran) (pan) (chan) (tran) 

See Suggested Lesson Plan C, page 104, and § 11, § 12, Chapter IV. 
Review: across, among, find, kind, always, already (244) 

It is well to refer to suggestions made imder previous lesson numbers, 
indicated in parenthesis after each of the words in the review list. 

Review also words taught in Lesson 272. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azuiv: kh = ch as in loch. See pronunciation key in Appendix. 

107 



Lesson 275 
Teach: but ton, rib bon, belt, felt 
(but'n) (rib 'fin) (bat) (fat) 

See Suggested Lesson Plan C, page 104, and § 22, § 23, § 24, Chapter IV. 

Review: hot, sun, hands, stands 

Review also words taught in Lesson 273. 

Lesson 276 

Teach: mon ey, mon key, count, count ing, spent 
(mun'I) (munld) (kount) (kountlng) (spent) 

See Suggested Lesson Plan C, page 104. 

Review: cent (268), allow (272), because 

Review also words taught in Lesson 274. 

Lesson 277 
Teach: pen ny, nick el, dime, dol lar 
(pen'I) (nlk'l) (dim) (dol'er) 

See Suggested Lesson Plan C, page 104, and § 23, § 24, Chapter IV. 
Review: begin, beginning, four, people (149) 

Review also words taught in Lesson 275. See § 43, § 44, Chapter IV 

Lesson 278 

Teach: dance, chance, rag, drag, tag 
(dans) (chans) (rag) (drag) (tag) 

See Suggested Lesson Plan C, page 104. 

Review: wear, wearing, does (146), doing, made (187), two, busy, feet 

Review also words taught in Lesson 276. 

Lesson 279 

Teach: organ, listen, music 
(or'gan) (hVn) (mu'sik) 

See Suggested Lesson Plan C, page 104; also § 1, § 22, Chapter IV. 
Review: shoes (263), patched (273), coat (181), how, much, money (276) 

Review also words taught in Lesson 277. 

(On the assumption that the teacher has by this time become entirely 
familiar with Suggested Lesson Plan C, less frequent reference will be made 
to it from this point on except at the beginning of the second half of the year.) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer, 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

108 



Read pages 25 to 27 in the introdxiction to Chapter V. Notice especially 
the significance of boldface type in lessoyi treatments. 



Lesson 280 

Review words taught in Lesson 278. 

Before setting the pupils to writing this story, conduct a short period 
of oral English centered about the theme suggested by the picture on page 5 
in the spelling book. If sentences are developed which are likely to be written 
into the story, place on the blackboard for reference any new or difficult words 
used in these sentences, or any difficult word combinations, such as have to. 
See § 5, § 6, § 7, Chapter VI. 

All written exercises should be short and all written work should be 
examined and corrected. Pupils should be commended individually for 
excellent work in written spelling. 



Lesson 281 

Teach: a rith me tic. plus, ad di tion, third, grade 
(d-rrth'me-tlk) (plus) (a-dlsh'un) (thurd) (grfid) 

See § 23, § 24, Chapter IV. See also Indirect Tests, page 10. 

Review: which (223), catch (273), chained (274) 

Review also words taught in Lesson 279. 

Lesson 282 

Teach: erase, recite, chalk, silver, rich 
(g-ras') (re-slf) (chok) (sfl'ver) (rich) 

See § 13, § 14, Chapter IV. 

Review: write (237), pencil (267), eraser (267), dollar (277) 

See § 32, Chapter TV. 

Lesson 283 

Teach: absent, tar dv, excuse, listened 
(ab'sent) (tiir'd'l) (eks-kus') (lfe'nd) 

See § 25, Chapter IV. 

Review: started (97), wanted, always (193), almost, already (244) 

Review also words taught in Lesson 281. 

hoot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

109 



In the lower grades, it is well to give a period now and then to an informal 
discussion of each child's method of studying the spelling of typical difficult new 
words. Each child should be made conscious of the steps in his own procedure 
in learning words. If the procedure is a faulty one, improvements should be 
suggested and illustrated. 



Lesson 284 
Teach: recess, lunch, honey, primary 
(rises') (lunch) (hun'I) (pri'ma-rl) 

See § 13, Chapter IV. 
Review: bunch, money, ribbon (275), nickel (27,7) 

Review also words taught in Lesson 282. See § 42, § 43, Chapter IV. 

Lesson 285 
Teach: wore, worn, tore, torn 

(wor) (worn) (tor) (torn) 

If worn and torn are pronounced correctly — that is, as monosyllables — 
their chief spelling difficulty will disappear. See § 22, Chapter IV. 

Review: organ (279), music (279), third (281), seat (105) 
Review words taught in Lesson 283. 

Lesson 286 

Teach: rul er, tab let. sub tract, sub trac tion 
(rool'er) (tab'lgt) (sub-trakt') (sub-trak'shun) 

See § 22, § 4, Chapter IV. 

Review: arithmetic (2S1), addition (281), an, eraser 

Review also words taught in Lesson 284. See § 39, Chapter IV. 

Lesson 287 

Teach: writ ing, mul ti ply, di vide 
(rlt'mg) (mul'tl-pil) (dl-vid') 

The word writing is a very troublesome word. Give it adequate attention. 
See § 23, § 24, § 26, § 28, Chapter IV. The difficulty with divide is chiefly 
one of pronunciation. Drill on the sound of the first i. See § 13, § 14, 
Chapter IV. 

Review: reading (287), recited (282), erased (282), again (203), among (244) 
i Review also words taught in Lesson 285. 

ate, senate, rare, cat, local, far, ask, pdrade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

110 



It may often be advantageous to tool; up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the, 
u ni ir list hi any given lesson. 



Lesson 288 

Teach: chick en, roost er, feath its 
(chik'en) (rods' ter) (feth'erz) 

See § 18, § 19, § 20, Chapter IV. 

Review: each, every (132), began (97), because, absent, excused (283 

Review also words taught in Lesson 286. 

Lesson 289 

Teach: sure, list, mis spell 
(shoor) (list) (mls-spel') 

The word sure is a very troublesome one. See § 2, § 4, § 23, Chapter IV. 
Drill on misspell as follows: m-i-s — s-p-e-l-l. 

Review: Be (94) sure to keep (173) a list of the words (132) you misspell (2S9). 
Why? Where (122)° 
See § 42, § 43, Chapter IV. 
Review also words taught in Lesson 2<S7. 

Lesson 290 

Teach: < rawl, crawled, an swer, an swered. bet, bath, path 
(krol) (krold) (an'ser) (an'serd) (bet) (bath) (path) 

See Suggested Lesson Plan C, page 104. 

The word answer is a troublesome one. See § 23, Chapter IV. 

^Review: wet 

Review also words taught in Lesson 288. 

Lesson 291 

Teach: pud die, wa ter. mud dy, damp, show er 
(pud'l) (wo'ter) (mud'I) (damp) (shou'er) 

See § 22, Chapter IV. 

Review: warm (195), worn (285), torn (285) 

Review also words taught in Lesson 2S9. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pron unciation hey in Appendix. 

111 






Never allow young children to copy words or sentences for so long a period 
that physical fatigue results in carelessness in spelling. 



Lesson 292 

Teach: un less, shin ing, rain bow, sky, crowed 
(iin'les') (shi'n'mg) (ran'bo") (ski) (krod) 

The chief difficulty in spelling shining grows out of mispronunciation. 
See § 13, § 14, Chapter IV. 

Review: fine (119), feathers (288), crowing 
Review also words taught in Lesson 290. 

Lesson 293 

Teach: get ting, march, won't, laugh 
(geVrng) (march) (wont) (laf) 

Don't mispronounce getting in order to make its spelling easier, but 
lemphasize the second / in writing the word and in oral spelling. Use won't 
in many different short sentences formed by pupils. The chief difficulty lies 
n the use of the apostrophe ('). 

Review: rain (274), raining, rained, laughing, laughed, marching, marched 
Review words taught in Lesson 291. 

Lesson 294 

Teach: a fraid, in to, cov er, tub 
(d-frad') (In 'too) (kuv'er) (tub) 

See § 13, § 14, Chapter IV, before teaching ink . 

Review: "Afraid of water (291)!'' said (207) the ducks! answered (290) the 
rooster (288), into (294) the rain (274), under (106) cover, out they 
marched, getting wet, into the tub, crawled, won't, unless. 
Review words taught in Lesson 292. 

Lesson 295 

Review words taught in Lesson 293. 

The dramatization suggested in the textbook is a means to the natural 
development of idiomatic sentences. This oral composition is a necessary 
preparation for spontaneous written work, which in turn gives us the onlj r 
perfectly normal test of a child's ability to spell in writing. Exercises such 
as this are therefore directly related to the development of efficient spellers. 
See § 5, § 6, § 7, Chapter IV. __ 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

112 



Lesson 296 

Teach: kept, hang, sure lv 
(k6pt) (hang) (shoorTl) 

The difficulty with kept arises chiefly from the fact that it is so generally 
mispronounced. The / Is not silent, but the word is often pronounced as 
though it were. Pronounce it very distinctly in all oral spelling. See § 13, 
§ 14. Chapter IV. 

Review: sure (289 1, began, broke, our, class 
Review also words taught in Lesson 294. 

Lesson 297 
Review: excused, divide (287), nickel, ruler (2S6), across (191), around (1S3), 
muddy (291), water 
See § 30, § 31, § 32, Chapter IV. 

Lesson 298 

Teach: laid, paid, braid 
(lad) (pad) (brad) 

See §22, Chapter IV. 

Review: afraid (294), shining (292), writing (287), many, people 

Review also words taught in Lesson 296. 

Lesson 299 

Teach: pear, peach, grapes 
(par) (pech) (grapz) 

See § 11, § 12, Chapter IV. 
Review: grow, for (268), children, which, when (154), where 

Devote a few minutes to hearing the pupils report their answers to the 
questions in their textbooks. Have several in turn dramatize their methods 
of studying new words and of reviewing hard words. 

Lesson 300 

Teach: Sunday, Monday 
(sun'da) (nifm'da) 

See Suggested Lesson Plan C, page 104. 

In the oral spelling of these words have pupils say: Capital S-u-n — il-a-y; 
Capital M-o-n — d-a-y. 

boot, foot; found; boil; function; chase; good; joy; then, thick: hw = wh a> in 
when : zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

113 



Review: our (209), school, beginning, primary (2S4), money (276), honey (284) 
Review also words taught in Lesson 298. 

Lesson 301 

Teach: Tues day, stud ies, stud ied 
(tuz'da) (stud'Iz) (stud'id) 

Tuesday is a troublesome word. See § 22, § 23, § 24, Chapter IV. It 
should be written several times. For caution see § 44, Chapter IV. 

Review: picture, won't, stop, addition, eraser (267) 
Review words taught in Lesson 299. 

Lesson 302 

Teach: Wednes day, cher ry, cher ries 
(wenz'da) (cher'i) (cher'fz) 

Wednesday is a very troublesome word. See § 22, § 23, § 24, Chapter IV. 
It should be written several times. For caution see § 44, Chapter IV. 

Review: answered, some, fun, surely (296), went (111) 

Review words taught in Lesson 300. See § 39, Chapter IV. 

Lesson 303 

Teach: Thurs day, or ange, ba na na 
(thurz'da) (Sr'enj) (bd-na'nd) 

See § 28, § 29, Chapter IV. 

In both spelling and pronunciation, place special emphasis upon second 
syllable of orange. 

Review: please (128), make, take, many, times 
Review words taught in Lesson 301. 

Lesson 304 

Teach: Fri day, Sat ur day, next, week 
(fri'da) (s&t'ur-da) (nekst) (wek) 

Give special attention to the pupils' distinct enunciation of the t in 
Saturday. 

Review: lay, laid (298), busy (168), children 
Review also words taught in Lesson 302. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

114 



Frequent drills in the lower grades on the technique of correct procedure in 
independent study is the best possible insurance against xvaste of effort and unsatis- 
factory results in spelling in the upper grades. 



Lesson 305 

Teach: miss, turn, man ber 
(mis) (turn) (num'ber) 

See § 18, § 19, § 20, Chapter IV. 

Review: four, Monday (300), Tuesday (301), get, ready (115) 

Review words taught in Lesson 303. 

Lesson 306 

Teach : pret ty, col ors, soft 
(prlt'I) (kul'erz) (soft) 

Drill on the letter sequence of pretty as follows: p-r-e-t — t-y. The difficulty 
with colors can be overcome, in part, by proper attention to pronunciation 
and syllabication. See § 13, § 14, § 16, Chapter IV. 

Review: pear (299), again, among, build (254), built (254) 
Review words taught in Lesson 304. 

Lesson 307 

Teach: fruit, store, pea nuts, lem ons, plums 
(froot) (stor) (pe'nutz) (lgm'unz) (plumz) 

See § 23, Chapter IV. 

Review: from the fruit store, oranges (303), apples (109), peaches (299), 
pears, grapes (299), nuts, a dozen bananas (303) 
Review words taught in Lesson 305. 

Lesson 308 

Teach: stopped, dropped 
(stSpt) (drdpt) 

The characteristic difficulties with these two words can be overcome 
only by drill and practice in using the words in writing. 

Review: took, book, first, floor (159), close the door (159) 
Review words taught in Lesson 306. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

115 



The act of copying words or sentences from the blackboard or from the spelling 
book will of itself accomplish nothing, or very little, for the improvement of spelling 
unless the pupil engaged in this exercise has been trained faithfully and deliberately 
to compare his copy with the original to find out whether his spelling is correct. 



Lesson 309 

Teach: hap pen, ev er, nev er, heard 
(hap'n) (ev'er) (nev'er) (hurd) 

See Suggested Lesson Plan C, page 104. 

In the oral drill, place emphasis upon the syllable pen in happen; also 
pay particular attention to the pronunciation of the words ever and never. 
Before teaching heard, see § 11, § 12, Chapter IV. 

Review: Tuesday (301), Wednesday (302), Thursday (303), Saturday (304), 
never had heard 
Review also words taught in Lesson 307. 

Lesson 310 

Review: allow (272), color (306), crawl, divide, excuse (283), laid, nickel, 
number, organ, paid (298), pretty (306), writing 
Review also words taught in Lesson 308. 
See § 31, § 32, Chapter IV. 

Lesson 311 

Teach: hoi low, fol low, oak, mark, park 
(hSl'o) (fol'o) (ok) (mark) (^ark) 

The chief difficulty in spelling hollow can be largely overcome by effective 
drill upon correct pronunciation. See § 13, § 14, Chapter IV. 

Review: old, bark, dark 

Review also words taught in Lesson 309. 

Lesson 312 

Teach: fright en, fright ened, scare, scared, turned 
(frit'n) (frit nd) (skar)' (skard) (turnd) 

Insist on distinct enunciation of the sound of '/ in frightened. See § 13, 
Chapter IV. 

Review: stopped (308), dropped (308), corner (215) 

ate, senate, rare, cat, local, far, ask, parade: scene, event, edge, novel, refer-) 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

116 



Lesson 313 

Teach, great, mouth, tooth, teeth 
(grat) (mouth) (tooth) teth) 

See § 11, § 12, Chapter IV. 

Review: build, built, happen (309), made 

Review also words taught in Lesson 311. 

Lesson 314 

Teach: Jack-o'-lan tern, Hal low e'en, pump kin 
(jak'6-lan"tern) (hal"o-en') (pump'kln) 

Do not mispronounce pumpkin in order to make the spelling easier. 

Review: pumpkin face Have you ever heard of another (177' Jack who 
(150) comes (126) in the fall? 
Review also words taught in Lesson 312. 

Lesson 315 

Teach: knot's, shak ing, stop ping, high, fence, drop ping 
(nez) shak 'Ing) (stop 'Ing) (hi) (fens) (drop 'Ing) 

See §24, Chapter IV. 

Review: light (185), right (185) 

Review also words taught in Lesson 313. 

Lesson 316 

Teach: o pen, seen, pass 

(o'pnj (sen) (pas) 

The word seen should be used in many different sentences, indicating 
a variety of its correct uses. / have seen you before; Tiny were seen together at 
ch urch . 

Review: never before ( 194), mouth open, had seen, afraid to pass, would (198) 
like to know (124) 
Review words taught in Lesson -314. 

Lesson 317 

Review words taught in Lesson 315. 

The class should be given a few minutes in which to tell the story as they 
are planning to write it. Pupils should be encouraged to keep their books 
open on their desks while writing the story so as to be able to copy any words 

boot, foot: found; boil; function; chase; good; joy; then, thick; hw=whasin 
when: zl - as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

9 117 



or phrases which might be hard for them to spell. The teacher should take 
all the cautions suggested in § 5, § 6, § 7, Chapter IV, to prevent the pupils 
from developing habits of random guessing at the spelling of new or difficult 
words. 



Lesson 318 

Make this an occasion to discuss seriously and in the most informal 
manner with the pupils, the use they are making of their spelling pockets. 
Encourage them to drill one another and to test one another on the words which 
they find hard to spell. Commend those who use the pocket wisely. En- 
deavor to make this device for spurring pupils to individual effort popular 
and its use common. 

Teach: their, these, Jack Frost 
(thax) (thez) (jak frost) 

See § 11, § 12, Chapter IV, before teaching their. 

Review: their father, these colors, this week (304) passed by 

Review words taught in Lesson 316. 



Lesson 319 

Teach: feel, heel 
(hel) (fel) 

Have these sentences written: He turned on his heel; She wears high 
heels on her shoes. 

See § 11, § 12, Chapter IV. 

Review: Tuesday, Thursday, Saturday, Wednesday, great (313), oak, writing, 
wearing (181) 

See § 44. Chapter IV. 



Lesson 320 

Teach: square, shook, naughty 
(skwar) (shook) (no'ti) 

See Suggested Lesson Plan C, page 104. 

Review: scare, knees (315), children (156), fence (315), frightened (312), 
stopped, dropped, tooth, teeth 
Review also words taught in Lesson 318. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

118 



Lesson 321 

Teach: hreak, break fast, juic v, high er, high est 
(brak) (brSk'fast) (jdos'I) (hl'er) (hl'est) 

See § II, § 12, Chapter IV. 

Review: oranges, buy, bananas 

Review also words taught in Lesson 319. 

Lesson 322 
Teach: loaf ; crust, bread, butter, jelly 
(lof) (krust) (br6d) (but'er) (jel'I) 

In the oral drill on butter, have pupils say: butter, b-u-t — t-e-r. See §25, 
Chapter IV. 

Review: ate (235), their (31S), turns (305) 
Review also words taught in Lesson 320. 

Lesson 323 
Teach: says, tells, spelled, spell ing 
(sez) (tela) (speld) (spel'Ing) 

See § 22, Chapter IV. 
Review: seen (316), laid, west, north (208) 
Review also words taught in Lesson 321. 

Lesson 324 
Teach: ti ny, fair ies 
(ti'nl) (far'Iz) 

The chief difficulty in spelling tiny can be prevented by proper emphasis 
upon the correct pronunciation of the word. 

Review: high (315), fence, these (31S), people (149), near, by, broke, broken, 
feeling, better (218) 

Review also words taught in Lesson 322. 

Impress upon pupils the importance of the suggestions printed in line 
border in their spelling books. See § 4, § 5, § (5, § 7, Chapter IV. 

Lesson 325 

Teach: froze, fro zen. drift ed, shut, ice 
(froz) (fro'zn) (drfft'Sd) (shut) (Is) 

Review: early (246), morning (194), break (321), country, roads ^58) 
Review also words taught in Lesson 323. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when: zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

119 



In oral spelling drill, care must be taken by the teacher to prevent the mis- 
spelling of words, since stich misspellings * heard and practiced, may have the 
effect of a class drill on the wrong form. 

Lesson 326 

Teach: o ver. build ing, hunt ing, place 
(o'ver) (bild'Ing) (hunting) (plas) 

Review: over the crusted snow, budding a fire (195) to warm (195) their 
feet C197), coming (107) here, hunting a place 
Review also words taught in Lesson 324. 

Lesson 327 
Teach: bit ter. ache, own, tired 
(Mt'er) (ak) (on) (tird) 

The word ache is very troublesome. Give pupils adequate drill in 
writing it in sentences. See § 23, Chapter IV. 

Review: bitter cold, almost frozen (325), ears beginning to ache, built (254) 
this fire, build (254) your own, getting (293) tired ofthis 
Review words taught in Lesson 325. 

Lesson 328 

Review words taught in Lesson 32G. 

The class should be given a few minutes in which to tell the story as 
they are planning to write it. Pupils should be encouraged to keep then- 
books open on their desks while writing the story so as to be able to copy 
any words or phrases which might be hard for them to spell. The teacher 
should take all the cautions suggested in § •">, §6, j 7, Chapter IV, to prevent 
the pupils from developing habits of random guessing at the spelling of new 
or difficult words. 

Have one of the best of these stories read and then devote a few minutes 
to having the pupils play it. 

Lesson 329 

Review the words taught in Lesson 327. 

Have several of the poorest spellers (without referring to them as such) 
pronounce a few words they have found very hard. Drill the class on a proper 
method of restudying these words. (See page 2 in their textbooks.) Then 
give the remainder of the period over to the independent study by each pupil 
of the words he has found hard enough to be kept in his spelling pocket . 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

120 



Lesson 330 

Teach: tries, tried, cries, cried 
(trlz) (trid) (kriz) (krid) 

See Suggested Lesson Plan C, page 104. 
See § 22, Chapter IV. 

Review: girl, naughty (320), Wednesday, Thursday (303), seen, says (323) 

Lesson 331 

Teach : out side, o ver shoes, o ver coat 
(out/'sld') (o'ver-shooz") (6'ver-kot") 

Review: hunt, tired (327), ache (327), picture (133), tells, story 
See § 44, Chapter IV. 

Lesson 332 
Teach: chase, ach ing, heat, scold 
(chas) (ak'Ing) (het) (skSld) 

Review: How the old crows did scold him! 

They (146) tried (330) to chase him away. 

His ears were aching with cold, but they said he should not have 

any (239) heat from their fire. 
These sentences should be written from dictation. 
Review also words taught in Lesson 330. 

Lesson 333 

Teach: puppy, puppies, cooky, cookies 
(pup'I) (pup'Iz) (kook'I) (kook'Iz) 

In the oral drill on puppies have pupils say: puppies, p-u-p — p-i-e-s. 
See § 25, Chapter IV. 

Review: bread (322), butter (322), two, pieces (141) 
Review words taught in Lesson 331. 

Lesson 334 

Teach: al lowed 
(a-loud') 

Do not refer to any wrong way of spelling this word. Drill on a-I — l-o-w-e-d 
and then pronounce it and have it written in several sentences: / was allowed 
twenty cents for my old book; Father allowed me to go to the circus. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

121 



Review: Tuesday (301), Wednesday, went, where (122), which (223), desk (267) 
Review also words taught in Lesson 332. 

Lesson 335 

Teach : mov ing 

(mdov'Ing) 

Review: coming, having (180), aching (332), going (201), over, could (196), 
should (196) 
Review words taught in Lesson 333. 

Lesson 336 

Review: ache, afraid (294), break, building (326), chased (332), color (306), 
city (232), clean, own (327), stopped, tired, writing (287) 

Review word taught in Lesson 334. 

Take a minute to inspect the lists kept in the spelling pockets. Give 
the following suggestions to pupils: (1) Do not include anj r word on your 
list unless you find it really hard for you. (2) Do not strike a word from the 
list until you have reviewed it many times and are sure you can spell it cor- 
rectly in written work. (3) Do not fail to strike a word from your list when 
you are sure you can spell it correctly in writing. (4) Get other pupils to 
test you often on your hard words. 

See § 43, Chapter IV. 

Lesson 337 

Teach: blew, knew, howl, growl 
(bloo) (nu) (houl) (groul) 

Before teaching blew and knew see § 11, § 12, Chapter IV. 

Review: We knew it would happen. 
The wind howled and blew. 
Review word taught in Lesson 335. 

Lesson 338 

Teach: flies 

(fliz) 

See § 22, Chapter IV. 

Review: scold (332), told, tried, cried (330), tries (330), cries (330) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

122 



in the lowt r grades, the teacher should never fail to commend pupils who 
present written work which is free from errors in spelling. 



Lesson 339 

Teach: draw, straw, jaw, raw 
(dro) (str6) (jo) (ro) 

Review: bed, fed, led 

Review words taught in Lesson 337. 

Devote a few minutes to practice in studying a new word according 
to the plan set forth on page 32 in the spelling books. Commend all who 
are trying to form correct habits of study. 

Lesson 340 

Teach: flew, chew, drew, few, grew 
(floo) (choo) (drdo) (fu) (groo) 

See Suggested Lesson Plan C, page 104. 

See § 11, § 12, Chapter IV, before teaching flew. 

Review: blew (337), knew (337) 

Review word taught in Lesson 338 

Lesson 341 

Teach: bought, brought, thought 

(bot) (brot) (thdt) 

Review: allowed (334), doing (192), does, moving, having, coming 
Review words taught in Lesson 339 

Lesson 342 

Teach: holidays, presents 
(h6l'T-daz) (prez'ents) 

(live considerable drill to the word holidays and some emphasis to the 
pronunciation of presents. Pronounce the latter and have it written in 
context: / receive many presents at Christmas time. 

Review: give (128), Christmas (162), new (225), sled, father (66), mother (66) 

Review also words taught in Lesson 340. 

The teacher should keep for frequent review and drill, a list of any words 
from the spelling lesson which have been misspelled by any considerable 
number of the class. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

123 



Lesson 343 

Teach: writ ten, let ter, jolly 
(rit'n) (let'er) (J611) 

Review: have written a letter, 

jolly old Santa (165), if you please (128), 
1 should (196) like, Dear Santa Claus (165) 

Review also words taught in Lesson 341. 

The letter to be written to Santa Claus should be discussed in class. 
Encourage the children to use in their letters, the phrases given in this lesson. 
If they should suggest the use of other words which are hard to spell, be sure 
to write them on the board so that they may be copied when the letter is 
actually being written during a period of seat work. See § 5, § 6, § 7, Chap- 
ter IV. 

Lesson 344 

Teach: deer, sleigh, through, flakes, star 
(der) (sla) (throo) (flaks) (star) 

Before teaching deer and sleigh see § 11 and § 12, Chapter IV. 

Review: broke, drifted, snow 

Review also words taught in Lesson 342. 

Lesson 345 

Teach: chimney, roof, be low, ba bies, brown, bear 
(chim'ni) (roof) (be4o') (ba'blz) (broun) (bar) 

Give special attention to drill on the correct pronunciation of chimney 
and roof. Before teaching bear see § 11 and § 12, Chapter IV. 

Review: down (16S), doll 

Review also words taught in Lesson 343. 

Lesson 346 

Teach: farther, farthest, fastest, drive, bundles 
(farmer) (far'Mest) (fast'est) (drlv) (bttn'dlz) 

Give special attention to drill on correct pronunciation and use of farther, 
farthest and fastest. 

Review: presents (342), by, night (185) 

Be sure to use by in context; for example: by night, by day. 
Review also words taught in Lesson 344. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

124 



Lesson 347 
Teach: a wake, off, heav v, car ries 
(d-wak') (of) (hev'I) (kilr'Iz) 

Have pupils pronounce and write off in context ; for example, He fell off 
the wagon. 

Review: before (194) they (146) are (41) awake, 

off he goes (201), draw the sleigh (344), 

heavy load (158), carries his pack, 

down the chimney (345), 

Over the drifts they flew (340). 
These phrases should be dictated in complete sentences in giving the 
test. The mastery of the spelling of simple, common words organized im . . 
idiomatic phrases, such as these, is an important step toward the spontaneous 
composition of stories and toward letter writing. 
Review also the words taught in Lesson 345. 

Lesson 348 

Teach: sev en, eight, nine 

(sev'n) (at) (nin) 

Before teaching eight, see § 11, § 12, Chapter IV. 
Review: few (340), every, some, bought (341), brought (341), thought (341 
Review also words taught in Lesson 340. 

Lesson 349 

Teach: string, beads, knife, life 
(string) (bedz) (nif) (lif) 

See Suggested Lesson Plan C, page 104. 
Before teaching knife, see § 25, Chapter IV. 

Review: a string of beads, tired, break (321), sled (161), shed (175), had 
written (343) a letter (343) 
Review also words taught in Lesson 347. 

Lesson 350 

Review: chewed (340), Wednesday (302), naughty, visuV (151), winter, 
clean (225), ache, hard (192), bear (345) 

Review also words taught in Lesson 348. 

Take a minute to inspect the lists kept in the spelling pockets, 
suggestions given under Lesson 336; see also § 43, Chapter IV. 

boot, foot; Tound; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

125 



Lesson 351 

Teach: friends, faster, front, room 
(frendz) (fast'er) (frunt) (room) 

See § 22, Chapter IV. 

Review: ready to help (216) his friends, farther (346), allowed, to wear, 
almost (115), there, front of room, knew many people. 
Review words taught in Lesson 349. 

Lesson 352 
Teach: e lev en, four teen, fif teen 
(e-leVn) (for'ten") (fif'ten") 

Give special attention to the pupils' pronunciation of eleven. 
Review: twelve, broken, off (347\ right, through (344) 

Lesson 353 

Teach: noon, spoon, cork, fork, knives 
(noon) (spoon) (kork) (fork) (nivz) 

Give special attention to drill on the correct pronunciation of knives. 
See § 13, § 14, Chapter IV. 

Review: knife (349), heavy (347), sleigh 
Review words taught in Lesson 351. 

Lesson 354 

Teach: birth day, par ty, in vit ed, ta ble 
(burth'da") (par'tl) (In-vit'Sd) (ta'bl) 

See § 18, § 19, § 20, Chapter IV. 

Review: there (122), presents, her, own (327) 

Review words taught in Lesson 352. 

Lesson 355 

The answer to the question in line border at the top of page 28 in the 
textbook is easy to give: Many people continually mispronounce which and 
where; also, because the}' are monosyllables, they are assumed to be easy 
and are not given enough serious study. 

See § 14, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
light, sin; cold, obey, c6rd, stop, c8mpare; unit, unite, burn, cut, focus, menu; 

126 



Teach: kitch en, cup board, shelf, .shelves 
(klch'en) (kub'erd) (shelf) (shelvz) 

Insist on the distinct enunciation of the sound of the v in the word slielves. 
Do not mispronounce cupboard in order to make its spelling easier. 

Review: eight (348), friends (351), made (187), need (242) 
Review words taught in Lesson 353. 

Lesson 356 

Teach : pan try, pan cakes, bak ing, bis cuit 
(pan'trf) (pan'kakz") (b&k'ing) (bls'klt) 

The word biscuit is a troublesome one. See § 23, § 24, Chapter IV. 

Review: again (203), among, winter (217), spring 

Review also words taught in Lesson 354. 

Lesson 357 

Teach: apron, mop, broom, chimneys 
(a'prun) (m6p) (broom) (chlm'nlz) 

Drill on the distinct enunciation of the second syllable of apron; likewise 
on the second syllable of chimneys. 

Review: room, chimney, front (351), white (109) 
Review also words taught in Lesson 355. 

Lesson 358 

Teach: emp ty, an y way, an y where, be sides 
(emp'tl) (gn'I-wa) (en'I-hwar) (be-sidz) 

See § 44, Chapter IV. 

Review: because (210), cannot (248), were (205), wrong, wanted to write (237; 

Review words taught in Lesson 356. 

Lesson 359 

Teach: either, neither, more 
(e'ther) (ne'thev) (mor) 

The first and second words are troublesome. See § 23, § 24, Chapter IV. 
Review: have to (43), help, went (111), there, coming, cany (167) on 

Dictate have lo in context; for example: / have to be home by jour o'clock. 
Review words taught in Lesson 357. 

l>6ot, foot; found; boil; function; chase; good; joy; //?en, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

127 



Lesson 360 

Review: aching (332), apron (357), beginning (272), birthday (354), biscuit 

(356), cookies (360), chimneys (357), bought, brought, thought, 

farther, farthest (346), fourteen (352), fifteen, few, letters, sleigh, 

through 

Take a minute to discuss with the class the reason which lies back of 

each of the three suggestions printed on their spelling pockets. 

This lesson marks the completion of a half year's work. If by reason 
of a long school year you should have some time left before the close of the 
semester, it may well be given to a comprehensive review of all the difficult 
words thus far studied during the year. 

Lesson 361 

Teach: sauce, sau cer, lid, stove, plates 
(sos) (so'ser) (lid) (stov) (platz) 

Call the attention of pupils to the method of study and review suggested 
on page 2 of their spelling books. Assure yourself that they know how t<> 
follow this plan. 

See Suggested Lesson Plan C, page 104. Also see Indirect Tests, page 10. 
Review: cupboard (355), morning, breakfast (321) 

It is well to refer to the special treatment of words in the review list, by 
turning back to the lesson numbers indicated in parenthesis after each of the 
difficult words here given. 

Review also words taught in Lesson 359. 

Lesson 362 

Teach: coffee, tea, soup, ket tie, hours, between 
(kSf'I) (te) (soop) (ket'l) (hourz) (be-twen') 

See Suggested Lesson Plan C, page 104. 
Review: their, places (326) 

Lesson 363 

Teach: boil, boiler, big ger, big gest, o'clock 
(boil) (boil'er) (blg'er) (Mg'gst) (6-klok') 

See Suggested Lesson Plan C, page 104. Have o'clock written in a sentence : 
He arrived at one o'clock. 

Review: either (359), neither (359), twelve 
Review words taught in Lesson 361. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c8mpare; unit, unite, burn, cut, focus, menti; 

12S 



Read pages 25 to 21 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 

Lesson 364 
Teach: during, pots, ev er y bod y, talk, talking 
(dur'Ing) (p6ts) (ev'er-!-b6d"I) (tok) (taking) 

See Suggested Lesson Plan C. page 104. 
Review: Have you ever heard that during the night the kettle? (362), pots, 
and pans sometimes (152) come to life? 

It is said (207) that when everybody is asleep, they often talk to 
one another. 
Have you ever heard these kitchen people (149) talking? 

Review words taught in Lesson 362. 

Lesson 365 

Teach: larg er, lived, too, an y thing 
(larj'er) (llvd) (too) (en'I-thYng) 

See Suggested Lesson Plan C, page 104. 

(On the assumption that the teacher has become thoroughly familiar 
with Suggested Lesson Plan C, less frequent reference will be made to it 

hereafter.) . . .. 

The word too is very frequently misspelled in writing. It is not really a 
difficult word to spell but it must be taught in context so that the pupil may 
not fail to associate spelling with meaning and use. Give a number of sentence- 
or phrases to fix its use: The room is loo hot; You came too late: The ivall is too 
high; The book is too thiclc. See § 4, § 11, § 12, Chapter IV. 
Review: "I am larger than (218) any of you, and have lived longer, too. 

Surely I should know (124) more." 

"I am sure you are blacker than the rest of us, if that counts (-. b 

for anything." 
Review words taught in Lesson 363. 

Lesson 366 

Teach: hello, Mr., think, e nough 
(he-kV) (mls'ter) (think) (e-nuf) 
Review: "Hello, Mr. Coffee (362) Pot." think you know, chance (278) to 
talk, have heard enough, listen to me 
Review words taught in Lesson 364. 

boot, foot; found; boil; function; chase; good; joy; then thick: ■£-**■*£ 
when; zh = z as in azure; kh = ch as in loch. See pronunaatton key m Appendix. 

129 



Lesson 367 

Teach: Teakettle, Mrs., Miss, Tea pot, Ov en 
(te'kef'l) (mfelz) (mis) (te'pSt") (ttv'n) 

Insist on the distinct enunciation of the second syllable of oven. 

Review: Mr. Teakettle, Mrs. Sauce (361) Pan, Miss Teapot, Grandmother (147) 
Stove, Old Mother Oven, Mr. Coffee Pot, Old Aunt Black Kettle 

Review words taught in Lesson 365. 

Devote a few minutes to the development of a good dialogue in which 
members of the class impersonate the kitchen people. Have each one of the 
impersonators pronounce his "name," spell it orally and write it on the black- 
board. See § 5, § 6, § 7, also § 47, § 48, Chapter IV. 

Lesson 368 

Teach: awhile, also, coal, cooked 
(d-hwil') (61'so) (kol) (kookd) 

Review: eight, fourteen, anyway (358), anywhere (358) 
Review words taught in Lesson 366. 

Lesson 369 
Teach: ink, drink 
(Ink) (drink) 

Review: pink, think (366), besides, plates (361), some (125), more 
Review words taught in Lesson 367. 

Lesson 370 

Teach: half, voic es, walk, walked, talk, talked 
(haf) (vois'Iz) (w6k) (wokd) (tok) (tokd) 

See Suggested Lesson Plan C, page 104. 
See § 29, Chapter IV. 

Review: hour (362), heard (309) 

Review words taught in Lesson 368. 

Lesson 371 

Teach: push, yell 
(pobsh) (yel) 

Review: too (365), large, during (364), between (362), apron, anything (365) 
Review words taught in Lesson 369. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
r ight, sin; cold, obey, cord, stop, c5mpare; unit, unite, burn, cut, focus, menu; 

130 



Lesson 372 

Teach : gra vy, nor 
(gra'vl) (nor) 

Review: biscuit (356), either, or, neither, drop, off 

Review words taught in Lesson 370. 



Lesson 373 

Teach: paint, pound, loud, noise 
(pant) (pound) (loud) (noiz) 

Give special attention to the pupils' distinct enunciation of paint and 
noise. 

Review: enough (366), farther, buy, present 
Review words taught in Lesson 371. 



Lesson 374 

Teach: be lieve, die, lie, dies, lies, died, lied 
(be-lev') (dl) (11) (dlz) (Hz) (did) (lid) 

The word believe is a very troublesome one. The following association 
is suggested as an aid in remembering its spelling: "There is a lie in believe.'' 

Review: thought 

Review words taught in Lesson 372. 

Lesson 375 

Teach : use, cop y, care 
(uz) (kSp'I) (kar) 

"Teach the spelling of use in connection with its use in writing." 

Review: If you need to use a word and you are not sure (289) how it 
should (196) be spelled (323), ask some one to write it for you. 
Then copy it with (106) care. 

After studying § 4, § 5, § 6, § 7, Chapter IV, discuss with the class the 
reason for the above suggestion. Show them that it actually saves the 
teacher's time to have them make such requests when it is really necessary 
for them to do so. 

Review words taught in Lesson 373. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

131 



There can be no ultimate success in spelling instruction without the active 
cooperation of the learner. Strive above all else, to develop in each pupil an active 
interest in his own progress in spelling. 



Lesson 376 

Teach: wave, sea, threw, rope 
(wav) (se) (throo) (rop) 

Before teaching sea and threw, see § 11, § 12, Chapter IV. 

Review: voices (370), friends, then (213), there 

Review words taught in Lesson 374. See § 43, Chapter IV. 

Lesson 377 

Teach: twen ty, thir ty, val en tine, heart 
(twen'ti) (thur'tl) (val'en-tin) (hart) 

Insist on the distinct enunciation of the short c in valentine. 

Review: half (370), help, going (201), coming (107) 

Review words taught in Lesson 375. 

Lesson 378 

Teach: hood, hoop, bor row, pen 
(hood) (hoop) (bSr'o) (pen) 

Review: noise (373), pushed (371), no, right 
Review words taught in Lesson 376. 

Lesson 379 

Teach: near ly, may be, sleep y 
(ner'M) (ma/be) (slep'I) 

Remind pupils that maybe is one word. Emphasize its correct pronun- 
ciation and give adequate individual drill on the spelling. 

Review: too, no, use (375), new, rope (376), believed (374) their (318) friends 
Review words taught in Lesson 377. 

Lesson 380 

Teach: used to, shall, remember 
(uzd too) (shal) (re-mem'ber) 

See Suggested Lesson Plan C, page 104. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

132 



"Correcting" spelling papers does not correct spelling errors. Such checking 
/s a waste of time and effort unless the errors are actually corrected by the pupil who 
made them. 



Give considerable drill in the pronunciation of phrases and sentences 
containing the very difficult word combination, used to; for example: He 
is used to going to bed early; I used to mispronounce his mum . 

Review: care, copy (375), have to, paint (373), picture (133) 
Review words taught in Lesson 378. 

Lesson 381 

Teach: could n't, would n't, should n't 
(kood'nt) (wood'nt) (shood'nt) 

The most common'misspelling of these words is due to a wrong formation 
of the last part in each case. Call attention to the fact thateach was originally 
two words and that the last one was not, which has been contracted to n't 
and written as part of the principal word. 

Review: threw (370), away, pieces, May I borrow (378) your knife? 

Review words taught in Lesson 379. 

Take a few minutes to refer the class to page 2 in their books. Discuss 
freely with them this method of study and review. Impress upon them that 
it will save them time and effort in learning and in reviewing words to follow 
the suggestions there given. 

Lesson 382 

Teach : sol dier, sto ries, war, fold ed 
(sol'jer) (sto'riz) (wor) (fold'ed) 

Review: afternoon (180), stories about the war. 

folded his paper (207), had been (188) there 
Review words taught in Lesson 380. 

Lesson 383 

Teach: food 
(food) 

Review: pet squirrel (90>, little hands, enough, glad, hearts (377), kind, 
children 
Review words taught in Lesson 381. 

boot, fo"6t; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

10 133 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 384 

Teach: green, asked, played 

(gren) (askt) (plad) 

Gn r e special drill on correct pronunciation of asked and have the word 
used in sentences: He asked me to play ball; She asked my name. 

Review: during, leaves (246), our, uncle (220), playing 
Review words taught in Lesson 3S2. 

Lesson 385 

Teach: roll, quick 
(rol) (kwlk) 

Before teaching roll see § 11, § 12, Chapter IV. 

Review: rolled, rolling, does (146), sure, girl, name, find 
Review word taught in Lesson 383. 

Lesson 386 

Teach: fore noon, good-by, true 
(for "noon') (gdod"-bi') (troo) 

Review: shall (380), remember, yes, stories (382), maybe (379) 

Review words taught in Lesson 384. 

The class should be given a few minutes in which to tell the story as they 
are planning to write it. Pupils should be requested to keep their books open 
on their desks while writing the story so as to be able to copy any words or 
phrases which might be hard for them to spell. The teacher should take all 
the cautions suggested in § 5, § 6, § 7, Chapter IV, to prevent the pupils from 
developing habits of random guessing at the spelling of new or difficult words. 

Lesson 387 
Teach: fin ish, blind, beggar, change 
(finish) (blind) (beg'er) (chanj) 

See § 28, § 29, Chapter IV. 

Review: our, country (234), soldier (382), war (382), used (380) to try 

Review words taught in Lesson 385. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c8mpare; unit, unite, burn, cut, focus, menu; 

134 



Lesson 388 
Teach: splin ters, board, smooth 
(splln'terz) (bord) {smooth) 

See § 12 before teaching board. 
Review: was, half (370), wrong, couldn't (381), shouldn't (C81), wouldn't (381) 
Review words taught in Lesson 3S6. 

Lesson 389 

Teach: clothes, cloth ing, dress es 
(kloMz) (klo//i'mg) (dreVez) 

Review: pretty, friend (351), use, asked (384), played (384) 
Review words taught in Lesson 3S7. 

Lesson 390 

Review words taught in Lesson 388. 

Take a minute's time to inspect the lists kept in the spelling pockets. 
Request the pupils to turn to the pocket and reread the directions printed 
thereon. Make it clear that the class as a whole can't make a good record 
in spelling unless each pupil will work hard on his own spelling difficulties. 
Then have each pupil devote a few moments to the intensive restudying of the 
"spelling demons" in his spelling pocket. See § 43, Chapter IV. 

Lesson 391 

Teach: crazy, lazy, ham mer, hatch et 

(kra'zl) (la'zl) (h&m'er) (hach'gt) 

See 'Suggested Lesson Plan C, page 104. 

Give special attention to drill on distinct enunciation of e in hatchet. 
See § 25, Chapter IV. 

Review: quick, work, jump, rope 

Review words taught in Lesson 389. 

Lesson 392 

Teach: fin ger, an kle, toe, thumbs 
(fln'ger) (an'kl) (to) (thumz) 

See § 22, Chapter IV. 

Review: two, true (386), story, first 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when : zh = z as in azure; kh = ch as in loch. See pronunciation fc< // in Appendix. 

135 



In all original story writing or other spontaneous composition in the loiver 
grades, encourage pupils freely to request to have new or unfamiliar words written 
on the blackboard. Such procedure will tend to prevent guessing and the formation 
of bad spelling habits. 



Lesson 393 

Teach: dou ble, knot, brush 
(dub'l) (nSt) (brush) 

Before teaching knot, see § 11, § 12, § 25, Chapter IV. 

Review: change, buy, clothes (389), too (365), easy (251) 

Review words taught in Lesson 391. 

Lesson 394 

Teach: dig ging, eel lar, stone, bricks, bolts 
(dlg'Ing) (sgl'er) (ston) (brlks) (bolts) 

Give special attention to drill on proper pronunciation of digging. See 
§ 13, § 14, Chapter IV. 

Review: ho.use (94), boards (388), building, hammer (391), hatchet (391), 
front, walk, paint, pound 
Review also words taught in Lesson 392. 

Lesson 395 

Teach: does n't, did n't, don't, isn't 
(duz'nt) (dld'nt) (dont) (Iz'nt) 

Write: does not, did not, do not, is not. Then write in the proper place 
under each, doesn't, didn't, don't, isn't. Point out the fact that in each case 
the two words have been written together as one with an ' for the omitted o. 
Have each of these contractions written many times in well chosen short 
sentences, such as: He doesn't like to play; We didn't get up in time; Those 
men don't like to work together; The room isn't warm enough. 

Review: does not, did not, do not, is not, maybe 
Review words taught in Lesson 393. 

Lesson 396 

Review: beggar (387), clothing (3891, soldier, war, between, smooth (38S), 
wrong, green (384) 
Review also words taught in Lesson 394. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

136 






Lesson 397 

Teach: bat, bee, bug, bun, gum, lap, mad, mud 
(bat) (be) (bug) (bun) (gum) (lap) (mad) (mud) 

See §9, §10, also § 11, § 12, Chapter IV, before teaching bee. Have 
the word pronounced and written in several sentences. 
Review words taught in Lesson 395. 

Lesson 398 

Review: ankle (392), anything, anyway (358), anywhere (358), double (393), 
knot (393), saw, none (259) 

Re-read § 23, § 24, § 26, § 27, § 28, § 29, § 30, § 31, § 32, Chapter IV. 

Engage the pupils in an informal discussion of the proper way to review 
a hard word. Then give a short and intensive drill on the review of some 
hard word suggested by a member of the class. 

Lesson 399 

Teach: for ty, iif ty, six ty 
(for'tl) (flf'tl) (slks'tl) 

The word forty is a troublesome one. Give pupils practice in writing 
it in sentences: He rode forty miles; My father gave me forty dollars. 

Review: well, painted (373), cellar (394), lazy (391), hammer, finger 
Review words taught in Lesson 397. 

Lesson 400 

Teach: inch, yard, lose 
(Inch) (yard) (ldbz) 

See Suggested Lesson Plan C, page 104. 

Have a considerable number of sentences formed illustrating the proper 
use of lost : A- ' ' r lose your temper; Doyi't spend your money too freely and 
don't lose it. 

Review: don't 395), pieces (141), half, enough (366), played 

Lesson 401 

Teach: rail road, en gine. puff 
(ral'rod") (en'jln) (put) 

Special attention to drill on the correct pronunciation of engine. 

Review: friend, true, isn't (395), has, been, here (193) 

Review words taught in Lesson 399. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when ; zh = z as in azure ; kh = ch as in loch. See pron uncialion key in Appendix. 

137 



Lesson 402 
Teach: watch, qui et, min utes 
(woch) (kwl'et) (mm'Its) 

See § 25, Chapter IV, before teaching watch. See § 13, § 14, Chapter IV, 
before teaching quiet. 

Review: didn't (395), remember, hours (362), kept (296), doesn't (395), 
believe. Sixty (399) minutes make one hour. 
Review words taught in Lesson 400. 

Lesson 403 

Teach: car ried, glass es, short, sharp, cane 

(kar'Id) (glas'ez) (sh6rt) (sharp) (kan) 

See § 22, Chapter IV. 
Review: teeth, very (224), carries (347), knows where (122) to look 
Review words taught in Lesson 401 . 

Lesson 404 
Teach: fastened, strap, lame, same, buds 
(fas'nd) (strap) (lam) (sam) (budz) 

See § 25, Chapter IV. 

Review: fastened with a strap, came, smooth, leaf (246), leaves, hearts 
flowers (240) 
Review words taught in Lesson 402. 

Lesson 405 

Teach: fun ni est, crook ed, straight 

(fun'f-est) (krook'Sd) (strat) 

Review: isn't, cannot, lose (400), because, maybe (379), busy, rabbit (96) 
Review Words taught in Lesson 403. 
Inspect the lists of words in the pupils' spelling pockets. 

Lesson 406 

Teach: Easter 
(es'ter) 

Review: Easter morning (194), bright (185) and early, long before (194) 
breakfast, great (313) big basket (109), straight (405) ahead (145), 
What do you think (366) he will do with the eggs? 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cdmpare; unit, unite, burn, cut, focus, menu; 

138 



Review words taught iu Lesson 404. 

Before setting the pupils to writing this story, conduct a short period 
of oral English centered about the theme suggested in the picture on page 
43, using any appropriate phrases from pages 42 and 43 in the spelling 
book. If sentences are developed which are likely to be written into the 
story, place on the blackboard for reference any new or difficult words used 
iu these sentences or any difficult word combinations occurring therein. 

All written exercises of this kind should be short and all written work 
should be examined and corrected. Pupils should be commended individually 
for excellent work in written spelling. 



Lesson 407 

Teach: earth, world, mind, quit 
(urth) (wurld) (mind) (kwlt) 

It is especially important that mind should be used in several sentences, 
oral and written; for example: Never mind the heat; He has fixed his mind on 

his work. 

Review: watch (402), round (143), forty (399), minutes 
Review words taught in Lesson 405. 



Lesson 408 

Teach: street, sweet, sheep, creep 
(stret) (swet) (shep) (krep) 

See § 44, Chapter IV. 

Review: too (365), quiet (402), carried (403), off 

Review word taught in lesson 406. 



Lesson 409 

Teach: can't, won't, tears, tease 
(kant) (wont) (terz) (tez) 

See Suggested Lesson Plan C, page 104. 

Write: cannot, will not; and then under each its contraction, can't and 
iruh't. Have each of these contractions written many times in well chosen 
short sentence.-. 

Review: doesn't (395), didn't (395), their (318), sister (75) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when: zh = z as in azure; kh =ch as in loch. See prominciation key in Appendix. 

139 



Lesson 410 

Teach: nobody, some thing, some bod y, wagon 
(no'b6d-i) (sum/thing) (sfim'bod-I) (wag'un) 

Review: nothing (208), two (53), soldiers (382), don't (395), use, engine (401) 
Be sure always to teach and to review homonyms in context ; for example ; 

two girls, two soldiers. See § 11 and § 12, Chapter IV. 
Review the words taught in Lesson 408. 



Lesson 411 

Teach: un til, to-mor row, to-night, while 
(fin-til') (t6o=m5r'o) (too^nit') (hwll) 

Good usage in writing requires the hyphen in to-morrow and in to-night. 
The correct pronunciation of while makes its spelling easy. See § 13, § 14, 
Chapter IV. 

Review: too (365), straight (406), shorter, shortest 
Review also words taught in Lesson 409. 

Lesson 412 

Teach: au to, au to mo bile, phone, tel e phone 
(6't6) (6'tS-mo'brI) (fon) (tel'e-fon) 

Note accents in automobile. 

Review: clean (225), engine (401), every (132), piece (141), round (143), 
double (393) 
Review the words taught in Lesson 410.. See § 39, Chapter IV. 

Lesson 413 

Teach: dream, cream, team 

(drem) (krem) (tern) 

See § 15, Chapter IV. 
Review: please (178), give, beggar (387), mind (407), our (209), doctor (233) 

Review the words taught in Lesson 411. 

Call the attention of the class specifically to the question printed at the 
bottom of page 45 in the text. Bring out the importance of developing a 
habit of critically examining one's own written work to make sure that it is 
. correct in form and in spelling. 

ate, senate, rare, cat, local, far, ask, pdrade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

140 



Lesson 414 

Teach: busi ness, gro cer y, sale 
(bfz'nes) (gro'ser-I) (sal) 

Many people remember how to spell business by recalling that the word 
has sin in it. 

Review: wagon, city (232), street (408), lose (400), kept (296), was (82), 
here ( 193) 

Review the words taught in Lesson 412. 

Call attention again to the plan of study and review suggested on page 64 
in the text. 

Lesson 415 
Teach: price, twice, move, prove 

(pris) (twis) (mdov) (prdov) 

In order to avoid the tendency to confound price with any other words, 
have it pronounced and spelled in sentences; for example: The price of sugar is 
falling; That is too high a price for wheat. 

Review: isn't (395), until (411), can't (409), won't (293),earth (407), world (407) 
Review the words taught in Lesson 413. 

Lesson 416 

Teach: promise, separate, cool, spool, pool 
(prQm'Is) (sep'a-rat) (kool) (spool) (pool) 

Separate is one of the archdemons of English spelling. Give some dramatic 
emphasis to the a which forms the middle syllable of the word. 

Review: to-morrow (411), to-night (411), to-day (260), tears (409), tease (409), 
while (411). 
Review the words taught in Lesson 414. 

Lesson 417 

Teach: milk, silk, cloth, comb , 

(milk) (silk) (kloth) (kom) 

Don't mispronounce comb in order to make its spelling easier. Fix the 
habit of placing a b at the end of the word by having it written several times 
in context. For caution, see § 44, Chapter rV\ 

Review: yard, brush, clothing, something 
Review words taught in Lesson 415. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh =z as in azure; kh = ch as in loch. See ■pronunciation key in Appendix. 

141 



Never drill on a word or on a group of words beyond the point of active attention 
on the part of the individual or the class concerned. All drills should be short 
and "snappy" 



Lesson 418 
Teach: pond, beau ty, line, shine 
(pSnd) (bu'tl) (lin) (shin) 

Have pupils pronounce the word pond in several phrases or sentences; 
for example: down at the mill pond; The ball fell into the pond; over by the frog 
pond. 

Review: forty, minutes (402), engine, quiet 
Review words taught in Lesson 416. 

Lesson 419 
Teach: longest, luck, luck y, horse 
(longest) (luk) (luk'I) (hors) 

Before teaching horse, see § 11, § 12, Chapter IV. 
Review: longer, automobile (412), price (415), straight (405) 
Review words taught in Lesson 417. 

Lesson 420 

Teach: swal low, swal lowed, both er, be long, rock 
(swSl'o) (swSl'od) (b&lh'er) (be-long) (r5k) 

See Suggested, Lesson Plan C, page 104. 

The chief difficulty which arises in the spelling of swallow and swallowed 
grows out of mispronunciations. See § 13, § 14, Chapter IV. 

Review: don't (395), mind, business (414), separate (416), move (415) 

Review words taught in Lesson 4 IS. 

In connection with the suggestion given the pupils at the bottom of page 
47 in their textbooks, impress upon them the importance of comparing their 
"picture" of the word or their written spelling of it with the word as it is 
printed in the book or as it has been written on the blackboard by the teacher. 

Lesson 421 
Teach: rod, bait, bubbles 

(r6d) (bat) (bub'lz) 

The word bait should be written in a complete sentence: The boys will 
bait the fish hook; A fly is good bait for fish. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cdrd, stop, cSmpare; unit, unite, burn, cut, focus, menii; 

142 



Review: line, wait (221), open, mouths, pond (418), promised (416), beauty (418), 
maybe, does (146) 

Review words taught in Lesson 410. 

Lesson 422 

Teach: beau ti ful, else, in side, hook, ol der, caught 
(bu'tl-fool) (61s) (In'sld") (hook) (old'er) (kot) 

See § 22, Chapter IV. 

Review: for its breakfast, a beautiful fly, 

What else can it be? inside the fl}', 
a great hook, I am older than (218) you. 
If you bite you will be caught. 
Review words taught in Lesson 420. 



Lesson 423 

Teach: for get ting, blame 
(f6r-geVlng) (blam) 

In practicing the oral spelling of forgetting, have pupils say : f-o-r — g-e-l — 
t-i-n-g. See § 23, § 24, Chapter IV. 

Review: didn't (305) catch (273), grew (340) to be (94), waiting for (268) a 
chance, forgetting what mother had said, tried to swallow (420), 
lived longer, don't blame 
Review words taught in Lesson 421. 

Lesson 424 

Teach : upon, clear 
(u-pSn') (kler) 

Review: Once (211) upon a time there was an old mother fish who lived 
with (106) her two children (156) in a deep (173) pool of clear cool 
water. 

Review words taught in Lesson 422. 

Before pupils write the remainder of this story, call attention to the apt 
words and phrases in the lessons on page 48. See § 5, § 6, § 7, Chapter IV. 
When the stories are complete, they should be read by the teacher. Incorrect 
spellings should be obliterated by her and the correct forms written above 
(see page 60) ; pupils who have done excellent written work should be com- 
mended. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

143 



In Die lower grades, the correct spelling of words must be taught. Pupils who 
have not yet learned efficient methods of study should be encouraged to follow the 
suggestions given at the beginning of each year's work in their spelling books. 



Lesson 425 
Teach: eye, eyes, hurt, him dred 
(I) (Iz) (hurt) (htin'dred) 

Insist on the distinct enunciation of the second syllable of hundred. 
Review: cloth, clothes (389), until, done (165) 
Review words taught in Lesson 423. 

Lesson 426 

Teach: hair, curl, curl y 
(Mr) (kurl) (kur'l'i) 

Before teaching hair see § 11, § 12, Chapter IV. Have sentences writ- 
ten; as, He had curly hair. 

Review: braid (298), comb (417), combed, can't, separate 
Review words taught in Lesson 424. 

Lesson 427 

Teach: cost, wake, rake, stake, snake 
(kSst) (wak) (rak) (stak) (snak) 

Before teaching stake, see § 11, § 12, Chapter IV. Have sentence written 1 
We set a, stake at every corner of the lot. 

Review: lost (223), horse (419), soldier (382) 
Review words taught in Lesson 425. 

Lesson 428 

Teach: garden, plant, cab bage, clover, corn 
(gar'dn) (plant) (kab'aj) (klo'ver) (korn) 

Since the word garden is spoken much more frequently than it is written, 
it would be very unfortunate to acquire a wrong pronunciation of it for the 
sake of making its spelling easier. 

Review: dinner (147), cooking (108), earth, bait (421), sweet, here and 
there (122) 
Review words taught in Lesson 426. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

144 



The actual correction of on error in spelling, whether oral or written, eon be 
mad* only by the person who misspelled the word in question. Pupils must early 
bt made conscious of the fort thai a single misspelling may be the beginning of a bod 
spelling habit and thai each must correct his own habits of foully spelling. 



Lesson 429 

Teach: buck et. bar rel, swell, burst 
(buk'et) (bar'el) (swel) (burst) 

Insist on the distinct enunciation of the short e in bucket. Overcome, by 
practice in sentences, the colloquial pronunciations of barrel and burst, which 
are chiefly responsible for the frequent misspellings of these words. 

Review: something, else (422), to-night, to-morrow, boards, caught. (422) 
Review words taught in Lesson 427. 

Lesson 430 

Teach: air, fair, chair, pair 
(ar) (far) (char) (par) 

See Suggested Lesson Plan C, page 104. 

See § 11, § 12, Chapter IV. Have these words written in sentences. 

Review: upon (424), brown, hair (426), a pair of glasses 
Review words taught in Lesson 42s. 

Lesson 431 

Review: ankle (392), automobile, beauty, beautiful (422), believe (374), 
bother, business, don't, engine (401), price, separate (416), straight 

Review also words taught in Lesson 420. 

Reread § 41, § 42, Chapter IV, and make it clear to every pupil that his 
spelling difficulties are his own personal problems. Others may help him, bul 
he alone is responsible in the end for the kind of spelling he does. 

Lesson 432 

Teach: guess, cuessed, crick, lack 
(ges) (gest) (krak)dak) 

The word gut ss is a t roublesome one. Give the class considerable practice 
on the correct pronunciation of guessed. Have it written in this sentence: 
7 guessed tin wrong number. 

Review: promised, while, too (365), much 
Review words taught in Lesson 430. 

I'oot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = eh as in loch. See pron unciation key in Appendix. 

145 



An excessive amount of uncorrected written work in the lower grades is one 
of the chief causes of faulty spelling in later years. 



Lesson 433 
Teach: bleed, feed 
(bled) (fed) 

See § 22, Chapter IV. 
Review: need, seed, clover, plants, twice (415), maybe (379; 

Lesson 434 

Teach: mix, fix, wash, iron 
(mlks) (flks) (w6sh) (I'urn) 

Do not mispronounce the word iron for the sake of making its spelling 
easier. Correct pronunciation must not be sacrificed. 

Review: wear (181), clothes, until (411), hurt (425) 
Review words taught in Lesson 432. 

Lesson 435 

Teach: a like, part, dif fer ent, dif fer ence 
(d-lik') (part) (dlf'er-ent) (dlf'er-ens) 

A faulty pronunciation of different is chiefly responsible for the mis- 
spelling of this word. 

Review: garden, forty (339), forgetting (423), somebody, barrel (429), inside 
Review words taught in Lesson 433. 

Lesson 436 

Teach: bump, hump, lump 
(bump) (hump) (lump) 

Review: air (430), chair (430), fair (430), team (413), horses, pair (430) 
Review words taught in Lesson 434. 

Lesson 437 

Teach: rode, don key, town, clown 
(rod) (dSn'kl) (toun) (kloun) 

See § 11, § 12, Chapter IV, before teaching rode. 

Review: guess (432), who, down (168), brown 

Review words taught in Lesson 435. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

146 



Never be impatient of a pupil's requests for help in the spelling of words which 
he needs at the time in his writing. Commend him for such requests. In most 
instances they indicate a developing "spelling conscience." 



Lesson 438 

Teach: tru ly, stamp, post of fice, yours 
(troo'll) (stamp) (post of'Is) (yoorz) 

The word truly is a very troublesome word. Its mastery calls for an 
extraordinary amount of thoughtful practice in writing the word in context. 
For caution see § 44, Chapter IV. 

Review: mail (103), write (237), letter, first, separate, promised (416), 
guessed (432) 
Review words taught in Lesson 436. 

Lesson 439 

Teach: cir cus, an i mals, crowds, show 
(sur'kus) (an'I-malz) (kroudz) (sho) 

Give special attention to pupils' pronunciation of animals. 

Review: feeding (432), caught (422), mix, fix, can't (409), train (274) 

Review words taught in Lesson 437. 

Lesson 440 

Teach: cam el, dust, dust y, dirt, dirt y, el e phant 
(kamgl) (dust) (dus'tl) (durt) (dur'tl) (61'6-fant) 

See Suggested Lesson Plan C, page 104. 

Insist on the distinct enunciation of the second and third syllables of the 
word elephant. 

Review: large hump, bigger (363), biggest (363) 
Review words taught in Lesson 438. 

Lesson 441 

Teach: gi raffe, boss, li on, king 
(jl-raf) (b6s) (ll'un) (king) 

Review: monkey (276), horse (419), town, clown 
Review words taught in Lesson 439. 

boot, fdbt; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

147 



Conduct a short informal discussion with the class on the questions asked 
at the bottom of page 54 in the spelling books. Endeavor to make the pupils 
increasingly discriminating in the matter of personal word lists, as a means 
to economy of time and efficiency in results. See § 42, § 43, Chapter IV. 



Lesson 442 
Teach: ber ry, ber ries, ros es, roots 
(ber'I) (ber'Iz) (roz'ez) (rootz) 

Review: cherry, cherries, plants 

Review words taught in Lesson 440. 

Lesson 443 
Teach: dai sy, dai sies, field, sum mer; showed, show ing 
(da/zl) (da/zlz) (feld) (sum'er) (shod) (sho'ing) 

See § 22, § 23, § 24, Chapter IV. 
Review: shows 

Review also words taught in Lesson 441. 



Lesson 444 

Teach: shot, spot, trip, ship, sin, thin, tin 
(sh5t) (spSt) (trip) (ship) (sin) (thin) (tin) 

Review words taught in Lesson 442. 



Lesson 445 

Teach: pro mot ed, fourth 
(pro-mot'ed) (forth) 

The word fourth should be pronounced by pupils in context; for example: 

the fourth row of seats; the fourth of July. 

Review: guess (432), crowd (439), different (435), difference (435), busi- 
ness (414), separate, animals (439), written, tmly (438) 

Review words taught in Lesson 443. 

In connection with the question at the bottom of page 56 in the spelling 
book, inquire what means pupils have taken to insure letterperfect spelling 
in their written work. Bring out the thought that when in doubt, they may 
consult older pupils or the teacher when she is not otherwise engaged. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

148 



Lesson 446 
Review: awhile ago, bigger than, nearly alike, too often, each one, string 
beads, pair of shoes, belong to him. 
Review also words taught in Lesson 444. 



Lesson 447 
Review: busy bees, different kinds, curly hair (426), two men, drive horses, 
no better, ripe fruit, rich cream 
Review also words taught in Lesson 445. 



Lesson 448 
Review: either one, this time, dear friend, heavy frost, too many, drew picture, 
fourth grade, what else 
See § 44, Chapter IV. 



Lesson 449 
Teach: months, January, February, March, April, May, June, 
(munthz) (jan'u-a-ri) (fgb'roo-a-rl) (march) (a'prll) (ma) (joon 
Ju ly, Au gust, Sep tern ber, Oc to ber, No vein ber, De cem ber 
(joo-H) (6'gust) (s8p-tem'ber) (Sk-to'ber) (no-vem'ber) (dg-sem'bei 

The common errors in spelling the months of the year are chiefly due to 
colloquial pronunciations. This is notably the case with February, and to s 
lesser degree with January, April, and August. Remove the cause by empha- 
sis upon correct clear-cut pronunciation of these frequently vised words. 



Lesson 450 

Review: arithmetic, awake, below, blind, caught, clear, daisies, field, flowers-, 
fellow, food, good, guess, hundred, ice, lunch, same, should, stamp, 
summer, truly, upon, watch, yellow 

This lesson marks the completion of another year's work. If by reason 
of a long school year you should have some time left before the close of the 
semester, it may well be given to a comprehensive review of the words in the 
Review List on pages 59, 60, 61 and 62. Special attention should also be 
given to the lists in the spelling pockets and to the teacher's list of "spelling 
demons." (See § 42, § 43, Chapter IV.) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

n 149 






Review List 



above 

ache (327) 

afraid (294) 

after (5) 

afternoon (180) 

again (203) 

ago 

air (430) 

allowed (334) 

alone 

along 

already (244) 

also 

always (193) 

am 

among (244) 

animals (439) 

answer (290) 

answered (290) 

anything (365) 

April (449) 

apron (357) 

asked (384) 

asleep 

are 

August (449) 

automobile (412) 

baking 

banana (303) 

barrel (429) 

beat (105) 

beautiful (422) 

beauty (417) 

because (210) 

began (97) 

beggar (387) 

begin 

beginning (272) 

begun 

behind (180) 

believed (374) 

below 

berries (442) 

berry 

besides 

between (362) 

biggest (363) 

birds (50) 

biscuit (356) 

bitter (327) 

blame 

bleed (432) 



blind 
blue (231) 
board (388) 
borrowed (378) 
both (218) 
bother 
bought (341) 
boys (34) 
bread (322) 
break (321) 
breakfast (321) 
brought (341) 
building (326) 
bundle (346) 
burn (253) 
burned (253) 
burst (429) 
business (413) 
busy (168) 
button (275) 
buy (38) 
cabbage (428) 
called (203) 
camel (440) 
can't (409) 
carried (403) 
catch (273) 
caught (422) 
cellar (394) 
chained (274) 
chair (430) 
changed 
chicken 
children (156) 
chimney (345) 
circus (439) 
clear (424) 
cloth 

clothes (389) 
clothing (389) 
coffee (362) 
color (306) 
coming (107) 
cooky (333) 
could (196) 
couldn't (381) 
count (276) 
covered (294) 
crack 

crawled (290) 
crooked (405) 
crowds (439) 



danced (278) 
did (19) 
didn't (395) 
die (374) 
difference (435) 
different (435) 
digging (394) 
dirty (440) 
dishes 

divide (287) 
doctor (233) 
does (146) 
doesn't (395) 
dollar (277) 
don't (395) 
double (393) 
dream (413) 
dropped (308) 
dropping (315) 
during (364) 
earth (407) 
Easter (406) 
easy (251) 
eight (348) 
either (359) 
eleven (352) 
else (422) 
engine (401) 
enough (366) 
excused (283) 
farther (346) 
fastened (404) 
feather (288) 
February (449) 
fed 
fell 

fence (315) 
few (340) 
field (443) 
fifteen 
fifty 

fighting (185) 
find (78) 
finger (392) 
finished 
five (53) 
flies (338) 
follow (311) 
forenoon (386) 
forget (215) 
forgetting (423) 
forgot (215) 



forty (399) 
four (53) 
fourteen (352) 
fourth (445) 
Friday (304) 
friend (351) 
frightened (312) 
froze (325) 
frozen (325) 
fruit (307) 
funniest (405) 
funny (137) 
garden 
getting (293) 
girl (75) 
good-by 
grapes (299) 
great (313) 
grocery (414) 
guess (432) 
guessed (432) 
half (370) 
Hallowe'en (314) 
hammer (391) 
hands (28) 
happen (309) 
hear (71) 
heard (309) 
heart (377) 
heavy (347) 
held (216) 
her 

high (315) 
him 
his 

holiday (342) 
horse (419) 
hour (362) 
hundred (425) 
hungry (142) 
hurry 
inches 
invited 
isn't (395) 
January (449) 
jollv (343) 
juicy (321) 
July (449) 
kept (296) 
kind (78) 
knees (315) 
knew (337) 



150 



knives (353) 
laid (298) 
larger 

laugh (293) 
learned (252) 
letters (343) 
list 

listen (279) 
listened (283) 
lose (400) 
lot* 
loud 
lucky 

making (99) 
many (54) 
maybe (379) 
meat (105) 
mind (407) 
minutes (402) 
mix 

Mondav (300) 
months (449) 
more 

moved (415) 
naughty (320) 
nearly (379) 
neither (359) 
never 
nice (258) 
nickel (277) 
nobody (410) 
nothing (208) 
November (449) 
number 
o'clock (363) 
off (347) 
often (209) 
only (251) 
orange (303) 
organ (279) 
others (251) 
outside 



page (267) 
paint (373) 
part 
party 

patch (273) 
peach (299) 
peanut (307) 
picture (133) 
places (326) 
plant 

plate (361) 
played (384) 
please (128) 
post office (438) 
potato 

present (342) 
pretty (306) 
price (415) 
promised (416) 
prove 1 (415) 
pumpkin (314) 
put (216) 
quiet (402) 
rabbit (96) 
reached (100) 
recite (282) 
remember 
ride 

rode (437) 
rope (376) 
Saturday (304) 
saucer (361) 
saw (11) 
savs (323) 
school (91) 
seen (316) 
separate (416) 
September (449) 
shelf 

shelves (355) 
shining (292) 
shook 
should (196) 



shouldn't (381) 
showed 
side 

sight (185) 
sister (75) 
sleigh (344) 
smaller 
smallest 
smooth (388) 
soldier (382) 
somebody (410) 
something 
soon 
south 

spelled (323) 
spelling (323) 
splinter 
spring (58) 
square 
stands (28) 
started (97) 
stopped (308) 
stories (382) 
straight (405) 
street (408) 
such (167) 
sure (289) 
surely (296) 
table (354) 
tablet 
taking (99) 
talked 
teach (100) 
teacher (110) 
tears (409) 
tease (409) 
telephone (412) 
then (213) 
these (318) 
thick 
things 
thought (341) 



through (344) 
Thursday (303) 
tired (327) 
to-morrow (411) 
to-night (411) 
took 
track 

tried (330) 
true (386) 
truly (438) 
try 

Tuesday (301) 
turning (305) 
twelve 
uncle (220) 
until (411) 
used (375) 
visit (151) 
voices (370) 
war (382) 
was 

water (201) 
Wednesday (302) 
went (111) 
were (205) 
when (154) 
where (122) 
which (223) 
white (199) 
winter (217) 
wishing 
won't (293) 
work 

world (407) 
would (198) 
wouldn't (381) 
writing (287) 
written (343) 
wrong (62) 
yesterday (260) 
your (41) 
yours 



151 



Introduction to Fourth Year 

Introduce the class to the work of the fourth year by making 
appropriate and specific reference to the suggestions printed for 
their guidance on page 64 in their texts. Also refer them back to 
page 2 for a more elaborate statement of how to review spelling 
words. Read with them the directions printed on the spelling 
pocket on the inside of the last cover of their texts. 

One of the distinctive things about the work of the fourth 
year should be the introduction of the pupils to the use of the dic- 
tionary. In the Appendix to this Manual, exercises are given 
which will be helpful in teaching children to make proper use of 
the dictionary as an aid in spelling. From this point on in the 
treatment of individual lessons, frequent reference will be made 
to these exercises. 

In order that you may be able to explain fully the meaning of 
the last suggestion on page 64 in the textbook, reread the Develop- 
ment of a Spelling Conscience, page 24 in this Manual. 

Reread letter on page xii. 



153 



Suggested Lesson Plan D 
(For Fourth Year) 

Step I. Teach Separately Each New Word in the Lesson: 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impression 
of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of the 
word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, 
but never by calling attention to any wrong way of 
spelling it. 

(5) Teacher indicates syllabication of word by 
pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 
e-n — j-o-y (pausing briefly at the end of each syllable 

* For the convenience of the teacher, the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

154 • 



without pronouncing the syllable). In this step the 
teacher should pronounce the word before and after 
each spelling. 

(6) Several pupils in turn are called upon to spell 
the word orally by syllables, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

(8) Each pupil writes the word, quietly pronounc- 
ing each letter as he writes it, and then compares the 
word as he has written it with the word as it is spelled 
on the blackboard or in the book. 

Review All Other Words of the Lesson: 

Any or all of the steps indicated in (1) to (8) above 

may be taken, if necessary, in reviewing any difficult 

word. Emphasis should vary according to the degree 

of difficulty. 

Review also the new words in the lesson second 

preceding. Give particular attention to any pupils 

who may have been absent when these words were 

taught. 

Conduct, for a Brief Period, Intensive Individual 
Study : 

Each pupil studies the words of the lesson from 
his textbook, following the plan given him on page 64. 

Stlp IV. Test: 

Teacher dictates the words of the lesson in phrases 
or short sentences. Sentences should be so formed as 
to indicate, when possible, the meaning of the word. 
Example: The weather was fair yesterday. If in 
forming such phrases or sentences, it is necessary to 
155 



use words which pupils have not yet learned to spell, 
these words should be written on the blackboard so 
that they may be copied. Teacher collects papers for 
checking. 

The teacher should keep for frequent review and 
drill, a list of any words from the spelling lesson which 
have been misspelled by any considerable number of 
the class. 

Step V. Make Assignment for Independent Study: 

Teacher returns spelling papers of previous day 
with misspelled words completely obliterated but with 
correct spelling of these words indicated. (See Testing 
Spelling and Checking Errors in Lower Grades, page 60.) 

Each pupil enters on the list in his spelling pocket 
the words he has misspelled and reviews these words, 
following the directions on page 2 in his spelling book. 
He also reviews in the same manner the words pre- 
viously written on the list. 

In their individual study, pupils should be encour- 
aged to visualize each word, that is, "to close their 
eyes and try to see the letters in their places," then to 
look at the word in the book or on the blackboard, and 
again to close their eyes and try to picture it; and 
finally to write it and then compare its spelling with 
the word in the book or on the blackboard. 

An occasional free study period of a few minutes 
may be occupied profitably by students assigned in 
pairs to drill each other on the pronunciation and oral 
spelling by syllables of the Avords of the preceding 
lesson. At least an hour should elapse between the 
spelling lesson and this study period. In so far as 
possible, each pupil who is weak in spelling should be 
assigned to study with one who is strong in spelling. 



156 



__ 



The actual correction of an error in spelling, whether oral or written, can be 
made only by the person who misspelled the word in question.. Pupils must early 
be made conscious of the fact that a single misspelling may be the beginning of a bad 
spelling habit, and that each must correct his own habits of faulty spelling. 



Lesson 451 

Read the Introduction to Fourth Year, page 153. 

Teach: va ca tion, fished, fish ing, af ter ward, looked 
(va-ka'shun) (flshd) (flsh'mg) (after-wen 1) (lookd) 

See Suggested Lesson Plan D, page 154 and Testing Spelling and Checking 
Errors, page 60. Also § 1, § 2, § 3, § 4, and § 22, Chapter IV. 

Review: looking, about, above 
Note Step II in Lesson Plan. 



Lesson 452 
Teach: followed, dreamed, dressed 
(f6l'od) (dremd) (dresd) 

See Suggested Lesson Plan D, page 154. 

Give special attention to drill on pronunciation of followed. 

Review: yesterday (260), August (449), changed, beggar (387), allowed (334), 
separate (416) 
It is well to refer to the lessons in which the more difficult of these words 
were first taught. Such lesson numbers are given in parenthesis after the 
words in this review list. 



Lesson 453 
Teach: aw ful, stood 
(6'fool) (stood) 

See Suggested Lesson Plan D, page 154. 

Review: again almost (115), anything (365), know (124), nothing (208), 
begin, doing (192), making (99) 
Review also words in Lesson 451. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

157 



Lesson 454 
Teach: o cean, bot torn, pad die, float 
(o'shan) (bat'um) (pad'l) (not) 

See Suggested Lesson Plan D, page 154. See also § 23, § 24, § 26, § 27, § 28, 
Chapter IV. 

Review: white (199), showed, who (150), why, different (435), difference (435) 
Review also words taught in Lesson 452. 

Lesson 455 

Teach: a live, spoke, claws, pinch 
(d-hV) (spok) (kloz) (pmch) 

See Suggested Lesson Plan D, page 154. Before teaching claws see § 11, 
§ 12, Chapter IV. 

Review: found (143), made (187), soon, where (122), they (146), were 
Review also words taught in Lesson 453. 

Lesson 456 

Teach : dug,' picked, shov el, spade 
(dug) (plkt) (shttv'l) (spad) 

See Suggested Lesson Plan D, page 154. 

Review: vacation, picture (133), both (218), hands, have, been (188) 

Review also words taught in Lesson 454. 

Lesson 457 

Teach: bath ing, wad ing, coaxed, begged 
(baling) (wad'Ing) (kokst) (begd) 

See Suggested Lesson Plan D, page 154. Insist on the distinct enunciation 
of the first e in begged. 

Review: stands, behind, afraid (294), across (191), animals, shells 
Review also words taught in Lesson 455. 

Lesson 458 

Teach: clam, crab, filled, dan ger, dan ger ous 
(klam) (krab) (flld) (dan'jer) (dan'jer-us) 

See Suggested Lesson Plan D, page 154. Give special attention to the cor- 
rect pronunciation of dangerous. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novll, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

158 



Review: afterward, reached (100), again (203), almost, through (344), 
here (193), alone, came 

Review also words taught in Lesson 456. 

Devote a few minutes to a conference- with the class with books open at 
page 64. Have two or three pupils illustrate, in as far as possible, this method 
of studying a new word. 



Lesson 459 

Teach: queer, blis tered, pile, suits 
(kwer) (blls'terd) (pil) (sutz) 

See Suggested Lesson Plan D, page 154. Before teaching suits see § 11, 
§ 12, Chapter IV. 

Review: people (149), boat, sail (103), bathing, warm (195) afternoon, pile of 
sand, wearing (181) their (318) suits, coming (107) after, don't (395) 
know, just (209) like 
Review words taught in Lesson 457. 

(On the assumption that the teacher has by this time become entirely 
familiar with Suggested Lesson Plan D, less frequent reference will be made to 
it from this point on, except at the beginning of the second half of the year.) 

Lesson 460 

Review words taught in Lesson 458. 

Devote this period principally to very informal narratives of the real or 
imaginary seashore experiences of the members of the class. Write on the 
blackboard any hard words of probable use in the narratives, especially such 
words as children might wish to use in writing a letter about a seashore or 
bathing beach experience. See § 5, § 6, § 7, Chapter IV. 

Lesson 461 

Teach: soak, slippers, umbrella 
(sok) (sllp'erz) (um-brel'd) 

Give special attention to correct pronunciation of umbrella. See § 23, 
Chapter IV. 

Review: yesterday, along, followed (452), soaked, August (449), corner (215), 
bottom (454), ocean (454), awful (453), which (223) 
Review also words taught in Lesson 459. 

boot, foot ; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = cli as in loch. See pronunciation key in Appendix. 

159 



Read pages 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 462 

Teach: seemed, last ed, be come, diz zy 
(semd) (last'Sd) (be-kum') (dlz'I) 

Before teaching seemed, see § 11, §• 12, Chapter IV. Have this word 
written in sentence: He seemed older than he was. 

Review: across, because (210), broken, every, from, before (194), begin, 
began (97), begun 
See § 44, Chapter IV. 

Lesson 463 

Teach: except, rather, since, quite 

(Sk-sSpt) (rai/i'er) (sins) (kwit) 

Give special attention to drill on correct pronunciation of all of these 
words. See § 13, § 14, Chapter IV. Have except written in a sentence: All of 
our family were there except father. 

Review: learned (252), lesson (252), summer (443), made, page (267), isn't 
(395), shovel (456), bathing, washing 
Review also words taught in Lesson 461. 

Lesson 464 

Teach: mi nus. sum, di vi sion, fig ures 
(mi'nus) (sum) (dl-vlzh'un) (ftg'iirz) 

Give considerable drill on the distinct enunciation of the first syllable of 
division and the last syllable of figures. 

Review: add, ago, any (239), five, four, none (259), coaxed (457), begged (457), 
called (203) 
Review also words taught in Lesson 462. 

Lesson 465 

Teach: sen tence, pe ri od, die tion a ry, mul ti plied 
(s&n'tens) (pe'rl-6d) (dlk'shun-a-ri) (mul'tl-plid) 

Insist on distinct enunciation of the middle e in sentence, and of a in dic- 
tionary. 

Review: business (413), danger, dangerous (458), class (267), coming, 
months (449), separate, sometimes (152), afternoon (180) 
Review also words taught in Lesson 463. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c6mpare; unit, unite, burn, cut, focus, menu; 

160 



"Correcting" spelling papers docs not correct spelling errors. Such checking 
is a waste of time eind effort unless the, errors arc actually corrected by the pupil who 
made them. See §39, §40, §41, §42, §43, Chapter IV. 



Lesson 466 
Teach: blot, blot ter, lead 
(blOt) (blot'er) (I8d) 

Before teaching lead, see § 11, § 12, Chapter IV. Pronounce this word in 
several complete sentences; for example: Give me the lead pencil; He worked in 
the lead mines. 

Review: wearing, their, suits (459), pile, lots, queer (459), pencil (267), 
umbrella (461), vacation, Saturday (304) 
Review also words taught in Lesson 464. 

Lesson 467 

Teach: born, calendar, date 
(born) (kal'en-der) (dat) 

See § 23, § 24, Chapter IV. 

Review: people, which, white, seemed (462), beauty (418), beggar 

Review also words taught in Lesson 465. 

Lesson 468 

Teach: nineteen, sixteen, thirteen, tenth 
(nin'ten") (siks'ten") (thur'ten") (tenth) 

"Notice that the first part of nineteen is nine." 

Review: addition (281), allowed, anyway (358), anywhere (358), believe (374) 

Review also words taught in Lesson 4<>6. 

Lesson 469 

Teach: fur ther, in stead, though 
(fur'«/;er) (In-st6d') (tho) 

See § 9, § 10, § 23, § 24, Chapter IV. 

Review: rather (463), except (463), quite (463), truly (438), because, can- 
not (248) 
Review also words taught in Lesson 467. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

161 



Lesson 470 

Review: lasted, since (463), dizzy (462), become (462), class, cards, they, 
make, just, must, isn't, warm 

See Suggested Lesson Plan D, page 154. 

Review also words taught in.Lesson 468. 

Devote a few minutes to a consideration of the answers which the children 
will propose to the question at the bottom of page 70 in their spelling books. 
Commend the best of these answers. 

Lesson 471 
Teach: his to ry, prob lem, ge og ra phy, pro nounce 
(Ms'tG-ri) (prttb'lern) (je-Sg'rd-fi) (pronouns') 

The chief spelling difficulties in the case of the words history, problem 
and geography grow out of faulty pronunciations. Sec § 13, § 14, Chapter IV. 
Give pupils abundant practice on correct pronunciation of these words. 

Review: figures (464), sum, spell, child (156), sentence (465), period (465), 
children, umbrella (461), beginning (272) 
Review words taught in Lesson 469. 

Lesson 472 
Teach: of fice, prin ci pal, li bra ry 
(APIs) (prln'sl-painil'bra-rl) 

The characteristic misspellings of office and library grow out of mispro- 
nunciations of^these words. Before teaching principal, see § 11, § 12, Chapter 
IV. Always pronounce this word in a complete sentence; for example: That 
is the principal hotel; He is principal'of our school. 

Review: any, every (132), none, desk (267), seat (105), keep (173), diction- 
ary (465), paper (267), school, absent 
See § 44, Chapter IV. 

Lesson 473 
Teach: lawn, foun tain, moun tain 
(Ion) (foun'tln) (moun'tln) 

See § 22, Chapter IV. 

Review: arithmetic (281), business, Thursday (303), one, two, weeks (304), 
beautiful (422), separate (416), Saturday 
Review words taughtin Lesson 471. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, st6p, compare; unit, unite, burn, cut, focus, menu; 

162 



Lesson 474 
Teach: lov ing, sor ry 
(luv'Ing) (s6r'I) 

See Indirect Tats, page 10. 

Review: asked (384), mamma, said (207), so, many times, further (469), 
instead (469), though (469) 
Review words taught in Lesson 472. 

Lesson 475 

Teach: re ceived, in vi ta tion, ad dress, en vel ope 
(rfi-sevd) (In"vf-ta'shun) (a-dreV) (en've-lop) 

Ask the class to suggest an association for the ei in receive. See § 27, 
§ 28, Chapter IV. Special attention to practice on the distinct enunciation 
of vi in invitation and of ve in envelope. 

Review: writing, letter (343), friend (351), answered (290), August (449), 
calendar (467), tenth, first, fourth (445) 
Review also words taught in Lesson 473. 

Lesson 476 

Teach: pos tal, wrote, re ply, re main 
(pos'tal) (rot) (rS-plV) (rfi-man') 

Before teaching ivrote, see § 11, § 12, Chapter IV. 

Review: teacher (110), principal (472), library (472), lead (466), pencil, 
eraser (267), automobile (412), geography (471), pronounce (471) 

Review also words taught in Lesson 474. 

Devote a short period to drill on Exercise I in the Appendix to this 
Manual. 

Lesson 477 

Teach: coaches, station, ticket, fare 
(kSch'gz) (sta'shun) (tlk'gt) (far) 

Before teaching fare, see § 11, § 12, Chapter IV. Have pupils pronounce 
this word in sentences; for example: His carfare is 30 cents a trip; The conduc- 
tor collects (he fare. 

Review: office (472), ready (115), which, besides, between (362), through 
Review words taught in Lesson 475. 

hoot, foot; found; boil; function; chase; good: joy; then, thick; hw = wh a* in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

163 



Lesson 478 

Teach: stayed, stay ing 
(stad) (sta'mg) 

The word stayed is a troublesome one. Give it an extraordinary amount 
of attention. See § 23, § 24, Chapter IV. Have it pronounced and written: 
He stayed away all afternoon. 

Review: seemed months, quite (463), sure (289), history (471), problem (471), 
believe, guess (432) 
Review words taught in Lesson 476. 

Lesson 479 

Teach: com pa ny. cous in, fam i ly, par ents 
(kum'pd-ni) (kiiz'n) (fam'I-11) (par'entz) 

Give special attention to practice in correct pronunciation > of family, 
with distinct enunciation of the syllable i. 

Review: their father, dear, uncle (220), truly, yours (438) 
Review also words taught in Lesson 477. 

Lesson 480 

Teach : con due tor, pas sen ger, trunk, a ble 
(kon-duk'ter) (pas'en-jer) (trunk) (a'bl) 

See Suggested Lesson Plan D, page 154. 

Insist on distinct enunciation of u in second syllable of conductor. 

Review: envelope (478), address (475), received (475), since, sorry, many, 
fountain (473), mountain (473), umbrella (461) 

Review also words taught in Lesson 478. 

It is well to look up the suggestions made in the teaching of the difficult 
words in the review list, by reference to the lessons in which these words were 
taught. These lesson numbers are given in parenthesis after many of these 
words. 

Have the pupils recall the association agreed upon in Lesson 475 for remem- 
bering the ei in receive. 

Lesson 481 

Teach: beast, fierce, es cape, brave, safe, sound j 

(best) (fers) (6s-kap') (brav) (saf) (sound) 

Drill on correct pronunciation of escape. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
light, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

164 



Review: country, visit, invitation (475), Wednesday (302), loving, afraid, 
where they were (205), safe and sound 

Review also words taught in Lesson 479. 

Give a few practical illustrations of the way in which we are helped in 
remembering the spelling of certain words; for example: the lie in believe, 
the sin in business, the ear in hear, etc. 

Lesson 482 

Teach: back wards, a gainst, bawl ed, calf 
(b&k'werdz) («-genst') (bold) (kaf) 

Be sure to have bawled pronounced and written in context; for example: 
The calf bawled all night. 

Review: girl, said, field (442), city (232), bees (397), animals (439) 
Review also words taught in Lesson 480. See § 39, Chapter IV. 

Lesson 483 

Teach: acre, farm, farmer, barn 
(a'ker) (farm) (far'mer) (barn) 

See § 22, § 44, Chapter IV. 

Review: held (216), help (216), home, hope, keep, cried (330) 

Review also words taught in Lesson 4S1. 

Lesson 484 

Teach: noisy, goose, lay ing, keep ing 
(noiz'I) (goos) (la'uig) (kep'mg) 

Review: instead, though, stayed (478), wrote (476), remain (476), reply 
Review also words taught in Lesson 482. 

Lesson 485 

Review: write (237), letter, visit (151) 

Review also words taught in Lesson 483. 

The story referred to in the spelling book may be based on an actual 
visit or an imaginary one. Allow pupils to use their dictionaries freely; also 
act upon suggestions given in § 5, § 6, § 7, § 8, in Chapter IV. These stories 
should be read by the teacher and the spelling corrected. See page 60. Good 
work in composition and especially in spelling should always be commended. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw — wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

12 165 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis, to get suggestions for effective re-teaching of difficult words in the 
review list in arty given lesson. 



Lesson 486 
Teach: age. old est 
(aj) (ol'dest) 

See § 18, § 19, § 20, Chapter IV. 

Review: older, parents, company (479), born, near, cousin (479), family (479) 

Review also words taught in Lesson 484. 

Lesson 487 

Teach: acorn, chestnut, kernels, handful 
(a'korn) (chgs'nut) (kur'nelz) (h&nd'fool) 

See § 25, Chapter IV, before teaching chestnut. 

Review: beast, fierce (481), escape (481), mountains, country (234), geography, 
could (196), should (196), would (198) 
See § 39, Chapter IV. 

Lesson 488 

Teach: what ev er, when ev er, wheth er, with out 
(hw6t-eVer) (hwen-eVer) (hw&th'er) (wlth'out) 

The word whether should be pronounced and written in context; for 
example: / do not know whether you want me to go or to stay; Tellme, please, 
whether I should use a capital or a small letter. Give special attention to cor- 
rect enunciation of the wh sound in this very troublesome word. 

Review: station, conductor (480), business (413), new (225), trunk, ready, 
address, received, answered 

Review also words taught in Lesson 486. 

Before discussing with the class the reasons for the suggestion at the 
bottom of page 76 in their books, reread § 4, Chapter IV. 

Lesson 489 

Teach: base ment, fur nace, ceil ing, stairs 
(bas'ment) (fur'nas) (sel'Ing) (starz) 

See § 23, § 24, § 26, § 27, § 28, Chapter IV. 

Review: house (94), cellar (394), dark, chimney (345), already, against (482), 
build (254), built (254), done (165) 
Review also words taught in Lesson 487. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, memi; 

166 



The teacher should so plan all written work that pupils will not l>r forced by 
run i Distances to guess at the spelling of new or difficult words. See § 5, §6, § 7, 
§ S, diopter IV. 



Lesson 490 

Teach: tan gled, tracked, of fered, pressed 
(tan'gld) (tr&kt) (fif'erd) (presd) 

See Suggested Lesson Plan D, page 154. 
See § 22, Chapter IV. 

Review: acre (483), farm, farmer, two, able (480), men, waiting (221), wanted, 
writing 
Review also words tavight in Lesson 4S8. 



Lesson 491 

Review: noisy, laying, keeping, kennels, stayed, figures (464), times, dozen, 
uncle, forty (399), guess (432), chalk 

Review also words taught in Lesson 489. 

Devote a few minutes to a drill on Exercise II in the Appendix to this 
Manual. 



Lesson 492 

Teach: leak, lean, mean, treat 
(lek) (len) (men) (tret) 

See § 5, § 6, § 7, Chapter IV. 

Review: round (143), sure, forget (215), clean (225), can't (409), don't, 
fourth, excuse (283), forgot (215) 
Review also words taught in Lesson 490. 

Lesson 493 

Teach: pleas ant, use ful 
(pl&Vant) (us'foTil I 

Insist on distinct enunciation of a in last syllable of pleasant. 

Review: whether (488), always (193). among (244), automobile, separate, 
beautiful (422), building (326), believed (374), guessed (432) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

167 



Frequent drills in the lower grades on the technique of correct procedure in 
independent study is the best possible insurance against waste of effort and unsatis 
j actor y results in spelling in the upper grades. 



Lesson 494 

Teach: east, news, fool, skip 
(est) (nuz) (fool) (skip) 

Review: street (408), north (208), south, city, our (209), own (327), drop, 
goes (201), gone 

Review also words taught in Lesson 492. 

Inspect the lists kept by pupils in their spelling pockets. See § 42, § 43, 
Chapter IV. 

i 

Lesson 495 

Teach: po ny, po nies 
(po'nl) (po'nlz) 

Review: when, where (122), then (213), ride, once (211), win, does (146), 
each (100), going (201), having (180), taking (99) 
Review words taught in Lesson 493. 

Lesson 496 

Teach: care ful, care less, slip, kick 
(kar'fool) (kar'les) (slip) (klk) 

"Notice that the first part of careful and the first part of careless is care. 
Notice also that in every case, care has an e on the end." 

Review: instead, already (244), either (359), went (111), which, hunt, 
offered, pressed, invited 
Review words taught in Lesson 494. 

Lesson 497 

Teach: whip, whipped, heav i er, heav i est 
(hwlp) (hwlpt) (heVl-er) (heVI-6st) 

Review: furnace (489), ceiling (489), basement (489), tried (330), truly (438), 
fortj r , mountains, beginning, geography 
Review words taught in Lesson 495. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu: 

168 






Never allow pupils to copy words or sentences for so long a period that 
physical fatigue results in carelessness in spelling. 



Lesson 498 
Teach: collar, har ness, hitched 
(k&I'a'r) (har'nes) (hlchd) 

See § 18, § 19, § 20, Chapter IV. 

Review: fastened (404), horse (419), donkey (437), team (413), pair (430), 
shoes (263), stockings (162) 
Review words taught in Lesson 496. 

Lesson 499 

Teach: to geth er, to ward, taught, goat 
(t66-ge7/?, er) (to'erd) (tot) (got) 

The word together is a troublesome one, Have it pronounced and written 
in context; for example: They walked along together. Insist on the correct 
pronunciation of toward. 

Review: mean, tease (409), always, among, started (97), caught (422) 
Review words taught in Lesson 497. 

Lesson 500 

Teach: owned, drove, mile, wheels 
(ond) (drov) (mil) (hwelz) 

See Suggested Lesson Plan D, page 154. 

Review: two, boys, road (158), race, shed (175), stop 

Review words taught in Lesson 498. 

Lesson 501 

Teach: upset, turn bled, losing, struck, jumped 
(up-seV) (tum'bld) (ldbz'Ing) (struk) (jutiipt) 

See § 22, § 44, Chapter IV. 

Review: pleasant (493), useful (493), used (380) to, east, skip, does, going, 
running (177) 

Review words taught in Lesson 499. 

Take a minute to ascertain how individual pupils arrange to get enough 
drill in the review of their own hard words. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vh as in 
when; zfa = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

169 






Lesson 502 

Teach: bare, breath, switch, prize 
(bar) (breth) (swich) (priz) 

Review: riding (189) bare back, out of breath, have to (243) hurry, threw (376) 
away switch, rode (437) off (347), win, lose (400) 

Review words taught in Lesson 500. 

The story referred to on page 81 of the spelling book will in all probability 
be an imaginary one. Promise the pupils in advance that the best story, if 
all the words used in it are spelled correctly, will be read to the class. Allow 
pupils to use their dictionaries freely. Act on the suggestions given in § 5, 
§ 6, § 7, § 8, Chapter IV. Always commend written work which is free from 
errors in spelling. 

Lesson 503 

Teach: peace, worth 

(pes) (wurth) 

Always have the word peace pronounced and used in context; for example: 
Our country is at peace: The President loved peace and hated war. 

Review: war (382), fighting (185), wishing, passed, pony, (495) kick, hurt (425), 
since (463), careful (496), careless (496), excuse 
Review also words taught in Lesson 501. 

Lesson 504 

Teach: ne gro, ne groes 
(ne'gro) (ne'groz) 

See § 22, Chapter IV. 

Review: once, some (125), heard (309), went, hundred (425), forty (399), 
hair (426), curl, braid (298) 
Review words taught in Lesson 502. 

Lesson 505 
Review: either, inside, guess (432), whether, ceiling, divide (287), collar (498), 
harness, crooked (405), double (393), round 
Review also words taught in Lesson 503. 



Lesson 506 



Teach: roller, skates, skated 
(rol'er) (skatz) (skat'6d) 



ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu: 



170 



Review: taught, horses, wheels, follow (311), owned, torn cet-n {6o2), together 
(499), toward (499) 
Review also words taught in Lesson 504. 

Lesson 507 
Teach: bod y, breathe, fore head, wrist 
(b8d'I) (bveth) (for'ed) (rlst) 

If pupils will remember that fore means, in this case, the forward part of, 
it may help them to remember the correct spelling of forehead. Wrist is a 
troublesome word. 

Review: finger, arm, ankle (3921, feet (197.1, head, cheek 



Lesson 508 

Teach: pave ment, side walk, slip per y 
(pav'ment) (sid'wok") (sllp'er-l) 

Review: tumbled (501), struck (501), whipped (497), losing (5011, upset, 
started, off 
Review also words taught in Lesson 506. 



Lesson 509 

Teach: grown, loose, nailed, hailed 
(gron) (loos) (nald) (hald) 

Have loose pronounced and written in context; for example: He turned 
the horse loose in the field; The man stepped upon a loose board and fell into 
the river. 

Review: should, would, eight (348), hours (362), fourth (445), caught 
Review also words taught in Lesson 507. 

Lesson 510 

Review: collar, shoes, umbrella (461), business, Christmas 162), half (370), 
chair (430), chain (274), negro (504), mile, writing (287), address 
(475), received (4751, pleasant, bringing 
See Suggested Lesson Plan D, page 154. 
Review also words taught in Lesson 508. 

Devote a few minutes to a dictionary drill after the fashion of Exercise II 
in the Appendix to this Manual. 

hoot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

171 



In the lower grades, it is ivell to give a period now and then to an informal 
discussion of each child's method of studying the spelling of typical difficult new 
words. Each child should be made conscious of the steps in his own procedure 
in learning words. If the procedure is a faulty one, improvements should be 
suggested and illustrated. 



Lesson 511 
Teach: point ing, put ting 
(pointing) (poot Ing) 

Review: small, smaller, smallest, often (209), us, lose, their, clothing (389), 
bigger (363), biggest (363), another (177) 
Review also words taught in Lesson 509. 

Lesson 512 

Teach: giv en, meant 
(glv'n) (ment) 

Have these words pronounced and written in context; for example: His 
father has given me a present; The poor fellow meant no harm to any one. 

Review: some, funny (137), stories (382), tried, too (365), hard (192), clean, 
good, believed (374), stopped (308), dropped (308) 
See § 39, Chapter IV. 

Lesson 513 

Teach: those, trade 

(thoz) (trad) 

Have these words pronounced and written in sentences. 

Review: can't, don't (395), mix, wrote (476), pony, ponies (495), are, tired 
(327), skated, wished, laughed, breath (502) 
Review also words taught in Lesson 511. 

Lesson 514 
Teach: par lor, pi an o, win dow, cur tain 
(par'ler) (pl-an'o) (wm'do) (kur'tui) 

Insist on the distinct enunciation of the last syllable of window. 

Review: music (279), organ (279), fourteen, nail (103), hammer (391), loose 
(509), room, ceiling (489), floor (159) 
Review also words taught in Lesson 512. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

172. 



Lesson 515 

Teach: light ning, won der 
(llt'nmg) (wun'der) 

Have wonder pronounced and written in several sentences: / wonder 
why he is so unkind; I wonder whether it will rain to-day. 

Review: body, breathe (507), forehead (507), hailed (509), winter (217), 
drifts, ironed, their (318), clothes (389) 
Review also words taught in Lesson 513. 

Lesson 516 

Review: geography (471), mountains (473), November (449), Friday (304), 
February (449), beginning, guessed (432), separate (416), divide, 
number, double 
Review also words taught in Lesson 514. 

Devote a few minutes to a speed test in finding words in the dictionary 
after the fashion of Exercise III in the Appendix to this Manual. 

Emphasize the importance of giving a bit of serious study to the spelling 
of every word which it is necessary to look up in the dictionary. 

Lesson 517 

Review: struck, tumbled, pointing, putting (511), stopped, dropped, tired, 
stayed (478), eight, minutes (402) 
Review also words taught in Lesson 515. 

Lesson 518 

Teach: Bi ble, an gel, God. prayed 
(bi'bl) (an'jel) (g5d) (prad) 

Review: often, truly (438), ever, friend, heard, says (323) 
See § 43, Chapter IV. 

Lesson 519 

Teach: eve ning, day time, light er 
(ev'nlng) (dii'tlm") (lit'er) 

See § 22, § 44, Chapter IV. 

Review: against, couldn't (381), remember, whether (488), neither (359 ">, 
thought (341), without 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

173 



Lesson 520 

Teach: seem, seems, meet, peel, fuss, flat, grab 
(sem) (semz) (met) (pel) (fus) (flat) (grab) 

See Suggested Lesson Plan D, page 154. 

Have seem, seems, meet, and peel pronounced and written in sentences; 
for example: You seem tired; He seems to have grown taller; Meet meat the 
post office; I will peel the orange for you. 

Review: collar (498), curtain (514), window (514), those, meant (512), given, 
seems to feel better (218) 
Review also words taught in Lesson 518. 

Lesson 521 

Teach : quar ter, whole 
(kwor'ter) (hoi) 

Have whole pronounced and written in several sentences; for example: 
/ spent a whole day in the woods; He ate a whole apple. 

Review: give (128), copy (375), trade (513), which (223), forty, count (276), 
crowd (439), didn't (395), doesn't (395) 
Review also words taught in Lesson 519. 

Lesson 522 
Teach: cough, sneeze, throat, hoarse 

(kof) (snez) (throt) (hors) 

Have these words pronounced and written in complete sentences: I lieard 
hi in cough and sneeze; His cold had settled in his throat and his voice was 
very hoarse. 

Review: lightning, hailed, clothing, caught (422), winter, February (449) 
Review also words taught in Lesson 520. 

Lesson 523 
Teach: fault, whose 

(folt) (hooz) 

The word whose is a troublesome one. Have it written in several sentences : 
Whose fault was it? Whose jencil is this? 

Review: other (251), since, great (313), heavy (347), too, loose, would (198), 
should (196) 
Review also words taught in Lesson 521. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

174 



In -the lower grades, the teacher should never fail to com me ml pupils ivho 
■present written work which is free from errors in spelling. 



Lesson 524 
Teach: drug, dose 
(drug) (dos) 

See § 22, Chapter IV 
Review: can't (409), don't, care, lost (223), comb (417), sure (289), half, does 

Review also words taught in Lesson 522. 

Inspect the lists in the pupils' spelling pockets. Encourage pupils to 
exchange favors by drilling'and testing one another on the words which have 
Keen so difficult that they have had to be placed on these lists for further 
study and review. See § 42, § 43, Chapter IV. 

Lesson 525 

Teach: nurse, pa tient, blan ket, pil low 
(nurs) (pa'shent) (blah'kgt) (pll'o) 

Give special attention to the correct pronunciation of pillow, and have it 
written in a sentence: He lay on the pillow all night. 

Review: doctor (233), cane, tooth, teeth, curtain, apron (357) 
Eeview also words taught in Lesson 523. 

Lesson 526 
Teach: med i cine, nas tv, hot tie, ill 
(mfid'l-sln) (nas'ti) (bSt'l) (II) 

See § 23, § 24, Chapter IV. 
Review: spoon, sick, whole, evening (519), sleepy, tired 
Review also words taught in Lesson 524. 

Lesson 527 
Teach: broth, drank, mumps, croup 
(broth) (drank) (mumps) (kroop) 

Review: ached (327), scared, cough (522), hoarse (522), happen (309), minute 

Review also words taught in Lesson 525. 

Take a moment to explain why it is important that pupils should act 
upon the suggestion implied in the question at the top of page S9 in the 
spelling books. See § 2, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

175 



An excessive amount of uncorrected written work in the lower grades is one 
of the chief causes of faulty spelling in later years. 

Lesson 528 
Teach: dai ly, fe ver, weak, sore, tied 
(da'll) (fe'ver) (wek) (sor) (tld) 

Be sure to have weak and sore pronounced and written in sentences: The 
doctor said his patient was very weak; When I have a bad cold, my thront gels 
very sore. 

Review: visit (151), throat (522), wonder (515), whether, asleep, seem (520), 
seems (520), meet (520) 
Review also words taught in Lesson 526. 

Lesson 529 

Spend a part of the period having several of the pupils tell the story 
as they plan to write it. If any word used is unfamiliar to the writing 
vocabulary of the class, have a pupil look it up in the dictionary and write it 
on the blackboard to be copied when needed. After the story has been 
completely written and before it is handed in, ask each pupil to look over his 
work very carefully to make sure there are no errors in spelling. Read these 
stories and correct any words which may have been misspelled (see page 60). 
AVhen papers are returned, commend all who have "spelled well in writing." 

Lesson 530 

Teach: stuff 
(stttf) 

See Suggested Lesson Plan D, page 154. 

Review: bird, feathers (288), clothes, hungry (142), nice (258), given (512), 
gives, meant, dishes, break (321), doesn't, didn't, those (513), things 

Review words taught in Lessons 527 and 528. 

Have a pupil write his alphabetized list on the blackboard. Check 
with the class on its correctness. 

Lesson 531 

Teach: sick ness, vac ci nat ed 
(sfiVnes) (vak'sI-nat-Sd) 

See § 23, § 24, Chapter IV. 

Review: ache, medicine (526), dose (524), nurse (525), patient (525), doctor, 
bottle (526), nasty, opened 
See § 39, Chapter IV. 

ate, senSte, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu 

176 



Lesson 532 

Teach: mit tens, pock et, cloak, wraps 
(mlt'enz) (pflk'St) (klok) (raps) 

See § 25, Chapter IV. 

Review: dress (225), fine (119), pretty (306), fourth, February (449), 
sleigh (344), clock, right (185), whose (523) 
Review also word taught in Lesson 530. 

Lesson 533 

Teach: la dy, la dies, worn an, worn en 
(la'dl) (la'dlz) (woom'an) (wim'en) 

Have woman and women pronounced and written in sentences: She was 
ti hngi woman; There were fivt women in the party. 

Review: neither, maybe (379), Monday (300), apron (357), broom, brush, 
chair (430), piano, organ 
Review words taught in Lesson 531. 

Lesson 534 

Teach: tru ant 
(trdo'ant) 

Insist on distinct enunciation of the a in truant. 

Roview: caught, crack, crawl (290), catch (273), beat (105), over, there (122), 
two, o'clock (363) 
Leview also words taught in Lesson 532. 

Lesson 535 
Review: angel (518), fairy (224), history, story, great, friends (351), their, 
turn (305), fever (528), weak (52S) 
Review also words taught in Lesson 533 

Lesson 536 

Teach: peeped, pasted 
(pept) (pas'tSd) 

See § 22, Chapter IV. 

Review: peeled (520), painted (373), thought, enough (366), farther (346), 
front (351), whole (521), world (407) 
Review also word taught in Lesson 534. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pron initiation key in Appendix. 

177 



Lesson 537 
Teach : giv ing, skat ing, tear, snow ball, smok ing, freez ihg 
(glv'Ing) (skat'Ing) (tar) (sno'bol") (smok'Ing) (frezlng) 

In the oral drill on giving have pupils say g-i-v — i-n-g. 
Review: threw, loose (509), cough (522), hoarse 

Devote a few minutes to an informal conference with the class on the 
method for study outlined on page 64, and the plan for review outlined on 
page 2, in the spelling books. 

Lesson 538 

Teach: man ners, mat ter, forgive, forgave, rules 
(man'erz) (mat'er) (for-grv') (f6r-gav') (roolz) 

See § 22, Chapter IV. 

Review: fine, new (225), watch (402), woman (533), women (533), ladies (533), 
king, ruler (286) 
Review also words taught in Lesson 536. 

Lesson 539 

Teach: review, examination, examples, studying 
(rg-vu') (eg-zam'^-na'shun) (eg-zam'plz) (stud'Mng) 

"Notice the two syllables of review, re and view.' 1 Insist on the distinct 
enunciation of the short i in examination. 

Review: geography, business (413), beginning (272), test, kept (296), 
isn't (395), January, recited (282), written (343) 
Review also words taught in Lesson 537. 

Lesson 540 

Teach: sec ond, term, soon er, la ter 
(sek'iind) (turm) (soon'er) (la'ter) 

Insist on a distinct enunciation of the d in second. 

Review: early (246), during (364), maybe, this, think (366), third (282), 
blue (231), cloak (532), wrap 

Review also words taught in Lesson 53S. 

This lesson marks the completion of another half year's work. If by 
reason of a long school year, you should have some time left before the close 
of the semester, it may well be given to a comprehensive review of all the 
hard words studied during this term. Special attention should be given to 
words in the spelling pockets, and to the teacher's list of "spelling demons". 
See § 42, § 43, Chapter IV. 

; ; 1 r~ 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

178 



Lesson 541 

Introduce the class to the work of the v second half of the fourth year by 
making appropriate and specific reference to the suggestions printed for their 
guidance on page 64 in their texts. Also refer them to page 2 for a more 
elaborate statement of how to review spelling words. Read with them the 
directions printed on the spelling pocket inside the last cover of their text- 
books. 

Teach : cut ting, mid die, halves 
(kut'Ing) (mld'l) (havz) 

See Suggested Lesson Plan D, page 154. Insist on correct pronunciation 
of halves. 

Review: crawled, froze, aches, sleigh, shed, leak 
Review also words taught in Lesson 539. 

Lesson 542 

Teach: key, lock, rust v 
(ke) (18k) (rtts'ti) 

See Suggested Lesson Plan D, page 154. 

Review: door (159), won't (293), close, brick, break, thick 

Review also words taught in Lesson 540. 

Lesson 543 

Teach: cage, wire, wood 
(kaj) (wir) (wood) 

See Suggested Lesson Plan D, page 154. 

Review: fence (315), too, high (315), needs (242), tries (330), twice (415) 

Review also words taught in Lesson 541. 

Lesson 544 
Teach: hon est, speak, truth 
(Sn'est) (spek) (trdoth) 

See Suggested Lesson Plan D, page 154. 
Review: right, true (386), brave, voice (370), which, heart (377), listen 

Review also words taught in Lesson 542. 

Devote a few minutes to a serious discussion of the question at the 
bottom of page 93 in the spelling books. See § 4, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See -pronunciation key in Appendix. 

179 



Lesson 545 
Teach: circle, claim, dragged, be haved 
(sur'kl) (klam) (dragd) (be-havd') 

See Suggested Lesson Plan D, page 154. 

(On the assumption that the teacher has by this time become thoroughly 
familiar with Suggested Lesson Plan D, less frequent reference will be made to 
it hereafter.) 

Review: moving, watched (402), camel (440), large, enough, farther 
Review also words taught in Lesson 543. 



Lesson 546 

Teach: my self, your self, him self, her self 
(mi-sSlf') (yd6r-s6lf) (hrm-self') (her-self') 

Special attention to the correct pronunciation of himself. 

Review: woman, women, family, examples, examination (439), studying (539), 
manners (538), presents (342), January (449) 
Review also words taught in Lesson 544. 



Lesson 547 

Teach: cave, cab in, lands, kinds 
(kav) (kab'm) (landz) (kindz) 

Insist on distinct enunciation of d in lands and kinds. See § 13, § 14, 
Chapter IV. 

Review: burn (253), burned (253), used (375), halves (541), middle, between, 
here (193), over, upon (424) 
Review also words taught in Lesson 545. 



Lesson 548 

Teach: lamb, flock, wolf, fox 
(lam) (flok) (woolf) (foks) 

See § 22, Chapter IV. 

Review: meant, until (411), maybe, mouse (94), bear (345), rabbit (96), door, 
key, cage 
Review also words taught in Lesson 546. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

180 



Lesson 549 

Teach: real, rea son, neigh bor, Ian guage 
(rel) (re'zn) (na'ber) (lah'gwaj) 

See § 44, Chapter IV. 

Review: easy (251), else (422), early, very (224), much (167), more, cough, 
hoarse (522), sneeze (522) 
Review also words taught in Lesson 547. 

Lesson 550 
Teach : black ber ries, twin kle 
(bl&k'bgr-Iz) (twhVkl) 

See Suggested Lesson Plan D, page 154. 
See § 23, § 24, Chapter IV. 

Review: angel, nurse (525), girl, clothes (389), term (540), breakfast (321), 
February (449), umbrella (461), vaccinated, leaves (246), 
breathe (507), painted, pasted 
Review also words taught in Lesson 548. 

Lesson 551 
Teach: guil ty, a shamed, surprised, question, themselves, barked 
(gfl'tl) (d-shamd') (sur-prizd') (kwgs'chun) (</«6m-selvz') (barkt) 

See Indirect Tests, page 10. 
Review: himself ('546), yourself, animals (439), fierce, sooner or later 
Review also words taught in Lesson 540. 

Lesson 552 

Teach: quarrel, fought, rob, robbed 
(kwSr'el) (fot) (rob) (robd) 

See § 23, § 24, Chapter IV. 

Review: honest (544), speak (544), wrong, claim (445), knew (337), better 

Review also words taught in Lesson 550. 

Lesson 553 

Teach: art, dare, hurried 
(akt) (dar) (hur'Id) 

Review: together, sit, sat, saw, need, never, mind (407) 

Review also words taught in Lesson 551. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

13 181 



Read pages 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 554 
Teach: lying, stole, worst 
(King) (stol) (wurst) 

Have lying and worst pronounced and written in sentences: Lying is 
the worst thing the man does. 

Review: awful, cabin, beast, sheep (408), shake (176), lands (547), kinds (547) 
Review also words taught in Lesson 552. 

Lesson 555 

Teach: un der stand, un der stood^ sup pose 
(un"der-stand') (un"der-stood') (su-poz') 

Review: lamb, flock, where (122), when (154), escape (482), language (549), 
neighbor (549) 

Review also words taught in Lesson 553. 

Devote a few minutes to developing a worthwhile story based on the 
picture on page 96 in the spelling books. (See § 5, § 6, § 7, Chapter IV.) 
Just before pupils begin writing the story, remind them of what is said in 
the next to the last paragraph on page 64. After the story is written, remind 
them of what is said in the last paragraph on page 64. When the papers 
have been read and corrected (see page 60), they should be returned to the 
pupils with much hearty commendation for all who have been able to " spell 
correctly in writing." 

Lesson 556 

Teach: hero, dead, he roes, killed 
(he'ro) (d6d) (he'roz) (klld) 

Review: war, soldier (382), true, whole (521), question, reason, easy, real, 
what 
Review also words taught in Lesson 554. 

Lesson 557 

Teach: bound, cords 
(bound) (kordz) 

Review: guilty (551), lying (554), robbed (552), took, feed (433), felt, 
lazy (391), quiet (402) 
Review also words taught in Lesson 555. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

182 






Lesson 558 
Teach: ax. chop, chopped 
(Ska) (chSp) (ch6pt) 

Review: rooster (288), trying, pulled, patch (273), board (3SS), .square, 
straight (405) 
Review also words taught in Lesson 556. 

Lesson 559 
Teach: blade, edge, dull 
(blad) (ej) (dul) 

Review: too, knife (349), used, while (411), until, moved (415), laid (29S) 
Review also words taught in Lesson 557. 

Lesson 560 

Teach: In di an, ar row, leath er, leg gings 
(In'dl-an) (ar'o) (leY/i'er) (leg'Ingz) 

See Suggested Lesson Plan D, page 154. 

Have Indian pronounced and written in a sentence: / saw an Indian 
chief. Give special attention to correct pronunciation of leggings. 

Review: themselves (551), surprised (551), listened (283), promised <11<> . 
somebody, something 
Review also words taught in Lesson 558. 

Lesson 561 

Teach: pris on, pris on er, jail, army, obey 
(prlz'n) (priz'n-er) (jal) (ar'nri) (6-ba') 

Call attention to the fact that prisoner is a three syllable word, and give 
considerable drill on its correct pronunciation. See § 23, § 24, Chapter IV. 

Review: claim, mind, enough (366), wrong, maybe, knew, which, kinds 
Review also words taught in Lesson 559. 

Lesson 562 
Teach: kite, bal loon, ban ner 
(kit) (ba-ldon') (ban'er) 

In the oral spelling drill, have pupils say: b-a-l — 1-o-o-n ando-o-n — n-e-r 
'the type indicating the vocal and the motor emphasis desirable). 

Review: flies (338), shows, April (449), sky, colors (306), sight (185), 
eyes (425) 

boot, foot; found; boil; function; chase; good: joy; then, thick; hw = uhas in 
when : zh = z as in azure ; kh = ch as in loch. See pron unciation key in Appendix. 

183 



In all original story writing or other spontaneous corn-position in the lower 
grades, encourage pupils freely to request to have new or unfamiliar words written 
on the blackboard. Such procedure will tend to prevent random guessing and the 
formation of bad spelling habits. 



Review also words taught in Lesson 560. 

Inspect the lists of words in the spelling pockets of the members of the 
class. Commend those who have used their spelling pockets wisely. Call 
up for class drill and review, a few of the hardest words in these lists and also 
the "spelling demons" kept in the pocket of this Manual. See § 42, § 43, 
Chapter IV. 

Lesson 563 
Teach: scar, scratch, bul let, shoot 
(skar) (skrach) (bool'et) (shoot) 

See § 25, Chapter IV, before teaching scratch. 
Review: too (365), quick, dead, blind, noise (373), quiet 
Review also words taught in Lesson 561. 

Lesson 564 

Teach: bled, blood, wound 
(bled) (bhid) (woond) 

Have wound written in sentence : A bidlet wound is always serious because 
of the danger of blood poisoning. 

Review: died (374), Wednesday, surely (296), to-morrow, to-night (411), 
heroes (556), killed (556) 
Review also words taught in Lesson 562. 

Lesson 565 
Teach: thou sand, tramped 
(thou'zand) (trampt) 

Insist on the distinct enunciation of the last syllable of thousand. 

Review: soldiers, marched, with (106), these (31S), straight, through (344 , 
work, busy (168) 

Review also words taught in Lesson 563. 

See § 29, Chapter IV. Devote a few minutes to an exchange of experi- 
ences in the search for associations which help pupils to remember the spelling 
of particular hard words. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c&mpare; unit, unite, burn, cut, focus, menu; 

184 






Lesson 566 
Teach: tank, tent, smell, smoke 
(tank) (tent) (smel) (smok) 

See § 22, Chapter IV. 
Review: engine (401), knives (353), edge (559), cut, board, neat (105) 

Review also words taught in Lesson 564. 

Conduct a short drill on the division of words at the end of a line in 
writing. This may be done in the manner of Exercise IV in the Appendix 
to this Manual. 

Lesson 567 
Teach: knuck les, bruised, mar bles 
(nuk'lz) (brdbzd) (mar'blz) 

See § 23, § 24, § 26, § 27, § 28, Chapter IV. 

Review: nickel (277), promised, something, naughty (320), wouldn't (381), 
Tuesday (301), Thursday (303) 
Review also words taught in Lesson 565. 

Lesson 568 

Teach: knob, knock, ghost, guide, dan dy 
(nob) (nok) (gost) (gld) (dan'dl) 

See § 25, Chapter IV. 

Review: Indian (560), leather (560), nobody (410), present, balloon (562) 

Review also words taught in Lesson 566. 

Lesson 569 

Review: laid, what, much (167), jail (561), neighbor (549), prisoner (561), 
shoot, scratch (563), wrong, meant, blood, wound (564) 

Review also words taught in Lesson 567. 

Have a pupil write his alphabetized list of the words in this lesson on the 
blackboard. Have the class check on its correctness. 

Lesson 570 

Teach: veg e ta bles, weeds, earned, ground, rob in, breast 
(v6j'e-td-blz) (vv'edz) (urnd) (ground) (rSb'In) (brest) 

See Suggested Lesson Plan D, page 154. 
See § 44, Chapter IV. 

Review: earth (407), working, themselves, money (276) 
Review also words taught in Lesson 568. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

185 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 571 

Teach: sow, sleep ing, sun shine, slept 
(so) (slep'mg) (sun'shin") (slept) 

Have sow pronounced and written in sentence: I will sow the seed in my 
garden. Give special attention to correct pronunciation of slept. 

Review: seed, spade, garden, raked, smooth (388), colors, thousand (565), 
shining (292) 
Review also words taught in Lesson 569. 

Lesson 572 

Teach: on ions, let tuce, beans, peas 
(un'yunz) (let'Is) (benz) (pez) 

Don't mispronounce lettuce for the sake of making the spelling easier. 
Review: muddy (291), dirty (440), getting (293), into (294), plant, place (326) 

Review also words taught in Lesson 570. 

Conduct a short speed test in finding words in the dictionary. This may 
be done in the manner suggested in Exercise III in the Appendix to this 
Manual. 

Lesson 573 

Teach: raising, young 
(raz'mg) (yiing) 

Have raising pronounced and written in sentence: The farmer spends his 
time raising corn and cattle. 

Review: their (318) school garden, busy as bees (397), raising vegetables (570), 
young farmers 

Review also words taught in Lesson 571. 

Before pupils begin writing the letter suggested at bottom of page 103 in 
their spelling books, the teacher should indicate, if necessary, a proper form 
for beginning a letter of this kind. She should also indicate how any one of 
the words to be written may be divided at the end of a line in writing. (See 
§ 5> § 6, § 7, Chapter IV.) These letters should be corrected by the teacher 
and rewritten by the pupils (if necessary) before being taken home or being 
placed on exhibit. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c6mpare; unit, unite, burn, cut, focus, menu; 

186 



The act of copying words or sentences from tin blackboard or from tht spelling 
book will of itself accomplish nothing, or very littl ,for (hi improverm nt of spilling 
unless the pupil engager! in this exercise has been trained faithfully and deliberately 
to compart' his copy with the original to find out whether his spelling is correct. 



Lesson 574 

Teach: melon, celery, sprout, stalk 
(mSl'un) (sel'er-I) (sprout) (stole) 

Have celery pronounced and written in sentence: We raise celery in our 
garden; I like celery soup. 

Review: potato, banana (303), fruit (307), grapes (299), manges (303), 
pears (299) 
Review also words taught in Lesson 572. 

Lesson 575 

Teach: to ma to. to ma toes, freeze, keeps 
(to-ma'to) (to-ma'toz) (frez) (keps) 

See § 44, Chapter IV. 

Review: knob (568), knuckles (567), knocked (568"), bruised (567 . ghosl (568), 
guide (568) 
Review also words taught in Lesson 573. 

Lesson 576 

Teach: shop, sign, steep, sweep 

(shop) (sin) (step) (swep) 

Review: short, wait (221), given, having (180), heard (309), engine 
Review also words taught in Lesson .">74. 

Lesson 577 

Teach: shop ping, wrapped, bag, peck, shad ow 
(shSp'Ing) (rapt) (bag) (pek) (shad'o) 

Have wrapped pronounced and used in sentences: The baby was wrapped 
in a blanket; The oranges were wrapped in paper. 

Review: dollar (277), nickel, earn, buy, sunshine, marbles (567), played (3X4> 

Review also words taught in Lesson 575. 

Devote a few minutes to having a pupil indicate just how to study a given 
word after the plan outlined on page 64. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = \sh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

1S7 



Lesson 578 
Teach: dry goods, gro cer ies, fur ni ture. hard ware 
(drl goodz) (gro'ser-Iz) (fur'nl-turj (hard'war") 

Give special attention to correct pronunciation of furniture. 

Review: bought (341), brought (341), price (415), paid (298), barrel (429), 
empty (358) 
Review also words taught in Lesson 576. 

Lesson 579 

Teach: starch, flour, sugar, syrup, taf fy, fudge 
(starch) (flour) (shoog'er) (sfr'up) (taf'i) (ffij) 

Have flour written in sentence: Bread is made from flour. Sugar is a 
troublesome word, as is also syrup. See § 23, § 24, Chapter IV. 

Review: cream (413), cupboard (355), butter (322), eggs 
Review also words taught in Lesson 577. 

Lesson 580 

Teach : cat nip, cat sup, vin e gar, mus tard 
(kat'nip") (kat'sup) (vln'e-ger) (mus'tdrd) 

See Suggested Lesson Plan D, page 154. 

Insist on distinct enunciation of i in catnip and a in mustard. Give 
special attention to pronunciation of catsup. 

Review: onions (572), lettuce (572), weeds, coming (107'., through (344), 
ground, earth, breast (570), robin 

Review also words taught in Lesson 578. 

Inspect the lists in the pupils' spelling pockets. Encourage each pupil 
to consider the matter of becoming a good speller his personal problem, and to 
restudy and review, without being told to do so, the words which are hard 
for him. 

Lesson 581 

Teach: oat meal, cornflakes, toast, slice 
(ot'mel") (korn'flakz) (tost) (slis) 

See § 22, Chapter IV. 

Review: biscuit (356), melon (574), celery (574), stalk, oranges, peaches (299) 

Review also words taught in Lesson 579. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, 6bey, c6rd, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

188 



Never drill on a word or on a group of words Ik yond the point of active attention 
on the part of the individual or the class concerned. All drills should be short 
and "snappy." 






Lesson 582 

Teach: choose, order, loaves, fresh 
(chdoz) (or'der) (lovz) (fresh) 

Have choose and loaves correctly pronounced and written in sentences: 
Let us choose a leader; Send me three loaves of fresh bread. 

Review: tow*n, shop, sign (576), front, already, because (210) 
Review also words taught in Lesson 580. 

Lesson 583 
Teach: grain, meal 
(gran) (mel) 

Review: flour (579), bread (322), again, almost (115), always, among, began, 
excuse (2S3) 
Review also words taught in Lesson 5S1. 

Lesson 584 
Teach: chose, cho sen, vote 
(choz) (cho'zn) (vot) 

Have chose and chosen written in sentences: At the last meeting we chose 
a leader; The boy who was chosen is respected by everybody. 

Review: earned, fought (552), struck (501), whole, reason, soldier (382), 
young (573) 
Review also words taught in Lesson 5S2. 

Lesson 585 

Teach: sau sage, ba con, grease, fried 
(so'saj) (ba'kn) (gres) (frid) 

See § 18, § 19, Chapter IV. 

Review: groceries (578), furniture (578), pictures, meat (105), loaf, made (187\ 
smoke, freeze (575), spring 
Review also words taught in Lesson 583. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix . 

189 



The formation of correct spelling habits can be directed and to a considerable 
extent controlled by skilful instruction. 



Lesson 586 

Teach: rai sin, mince, cran ber ries, wat er mel on 
(ra'zn) (mms) (kran'ber-Iz) (w6'ter-m6l"un) 

Insist on distinct enunciation of the sound of n in cranberries. 

Review: cupboard (355), shelves (355), breakfast, pumpkin (314), please (128), 
thanked, a piece (141) of pie (141) 
Review also words taught in Lesson 584. 



Lesson 587 

Teach: mo las ses, pep per, rice, so da 
(mo-las'ez) (pgp'er) (ris) (so'dd) 

See § 44, Chapter IV. 

Review: coffee (362), sugar (579), melts, vinegar (580), mustard (580), 
potatoes, shopping (577), wrapped (577), stopped (308) 
Review also words taught in Lesson 585. 



Lesson 588 

Teach: crack ers, cheese, pud ding 
(krak'erz) (chez) (pood'mg) 

Review: biscuit, fresh, brought, honey (284), sweet, candy, nickel, dozen, 
first, bad, put (216), eraser (267), desk (267) 
Review also words taught in Lesson 586. 
Inspect the alphabetizing of the words in this lesson. 

Lesson 589 

Teach: sake, hate, hug, joy, lips, kiss, rug, tend, trim, trap, post, lent, less 
(sak) (hat) (hug) (joi) (lips) (kis) (rug) (tend) (trim) (trap) (post) (lent) (16s) 

Have tend and lent pronounced and written in sentences: The boys tend 
the sheep; I lent him the book yesterday. See § 9, § 10, Chapter IV. 

Review: pole, fill, fell 

Review also words taught in Lesson" 587. 

Inspect the alphabetizing of the words in this lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event,- edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

190 



Never allow pupils to copy words or sentences for so long a period Umt 
physical fatigue results in carelessness in Spelling. 



Lesson 590 

Teach: butch er, wid er 

(booch'er) (wld'er) 

See Suggested Lesson Plan D, page 154. 
See § 23, § 24, Chapter IV. 

Review: choose (582), vote, these, every, smooth, loaves (582), flour, grain 
(583), grease (585), broth, bacon (585), break, melon (574), then (213 
Review also words taught in Lesson 588. 
Inspect the alphabetizing of the words in this lesson. 

Lesson 591 

Teach: ham mock, hand ker chief, cot ton, com mon 
(ham'uk) (hah'ker-chlf) (k6t'n) (kSm'fin) 

Call attention to the silent d in handkerchief; also to the correct pronun- 
ciation of the last syllable of this word. 

Review: chose, chosen (584), seen (316), know, whose (523), house, 
which (223), color (306), ribbon (275) 
Review also words taught in Lesson 589. 

Lesson 592 

Teach : freight, de pot 
(frat) (de'po) 

See § 25, Chapter IV, before teaching depot. 

Review: engine (401), furnace, mail (103), train (274), straight (405), through, 
Tuesday, Wednesday (302) 

Review also words taught in Lesson 590. 

Lesson 593 

Teach: meas lire, bush el, quart, gal Ion 
(mezh'ur) (boosh'el) (kwort) (gal'un) 

See § 22, Chapter IV. 

Review: peck, pepper, raisins (586), rice, soda, cheese (588) 

Review also words taught in Lesson 591. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

191 



Never be impatient of a pupil's requests for help in the spelling of words which 
he needs at the time in his writing. Commend him for such requests. In most 
instances they indicate a developing "spelling conscience," 



Lesson 594 

Teach: cross ing, di rec tion, plat form 
(kros'Ing) (dl-rgk-shun) (plat'form") 

Give special drill to the correct pronunciation of direction. 

Review: passenger (480), careful, surprised, beginning, believed, calen- 
dar (467), Thursday 
Review also words taught in Lesson 592. 

Lesson 595 

Teach: raised 
(razd) 

Review: vegetables (570), together, separate, happened, children (156), 
maybe (379), surely, near our school 
Preview also words taught in Lesson 593. 

Lesson 596 

Teach: hoe, shade 
(ho) (shad) 

Have hoe pronounced and used in sentence: The girl in the picture has a 
hoe; She likes to hoe in the garden. 

Review: girl, busy, his, her, during, night~(185), does (146), grow 
Review also words taught in Lesson 594. 

Lesson 597 

Teach: rad ish, beet, size, strong 
(rad'Ish) (bet) (siz) (strong) 

Give special attention to correct pronunciation of radish. The word 
beet should be written in a sentence: The children planted beet seed and 
raised a big beet. 

Review: clover, green (384), roots, stems (246), such (167), leaves 
Review also word taught in Lesson 595. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

192 



Lesson 598 

Teach: har vest, hoped, lad der, length 
(har'vest) (hopt) (lad'er) (length) 

Give considerable drill, if necessary, to correct any mispronunciation of 
length. 

Review: choose, chosen, cotton (591), common 1 591), cannot, farther 
Review also words taught in Lesson 596. 

Lesson 599 

Teach: finally, expect, haul, market, hadn't 
(fi'nal-I) (eks-pgkt') (hoi) (mar'kfit) (had'nt) 

See § 13, § 14, § 16, § 17, Chapter IV. Have haul written in sentences: 
The man will haul wood to town to-day, and he will haul flour home to-morrow. 
The contraction hadn't will require considerable study and practice in writing. 

Review: daily (528), until (411), did not expect, haul to market, never had 
seen, hadn't dreamed (452) 
Review also words taught in Lesson 597. 

Lesson 600 

In so far as possible let this story be a narrative based upon personal 
experience. The teacher should announce in advance her willingness to 
circulate among the pupils at their desks, for the express purpose of assisting 
them in properly dividing words when necessary at the end of a line in 
writing. Since the words which individual pupils may have to divide will 
vary, the teacher will have an excellent opportunity to give many concrete 
illustrations of the rule, namely, that words can be divided only between 
syllables. It will also give her an opportunity to direct the correction of any 
bad spelling. She should commend every effort to spell all words correctly 
and also to divide words correctly. 

Lesson 601 

Teach: aisle, church 
(II) (church) 

See Suggested Lesson Plan D, page 154. 

The word aisle is a troublesome one. See § 23, § 24, Chapter IV. 

Review: stairs (489), build, depot (592), freight (592), measure (593), 
gallon (593), fifteen, people 
Review also words taught in Lesson 599. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pron unciation key in Appendix. 

193 



Lesson 602 

Teach: steak, beef, pork 
(stak) (bef) (pork) 

Have steak written in several sentences : Please go to the market and get a 
three-pound steak. 

Review: butcher, makes, sausage (585), bacon (585), broth, sugar, vine- 
gar (580) 



Lesson 603 

Review: raised, hauled (599), radish (597), shade, light (185), might (185), 
loose, rope (376), tight (185), knot (393) 
Review also words taught in Lesson 601. 
See § 30, § 31, § 32, Chapter IV. 



Lesson 604 

Teach: bar ber, clerk, bald, beard 
(bar'ber) (klurk) (bold) (berd) 

Have sentences written using clerk: My brother is a clerk in a grocery 
store; I also clerk on Saturdays at a candy store. 

Review: handkerchief (591), hammock (591), direction (594), ladder (598), 
length (598), strong, neighbor, quarrel (552), borrowed (378) 

Review also words taught in Lesson 602. 

The best way to find out which of the words on page 112 are hardest 
for this class is to inquire which words have been misspelled in the tests. A 
list of these may be written on the blackboard. Then the number of pupils 
who misspelled each word can be written opposite it. The words that are 
shown to be hardest for this class should be listed for restudy and review. 
See § 42, § 43, Chapter IV. 

Lesson 605 

Teach: sew, sew ing, nee die, thread 
(so) (so'mg) (ne'dl) (thrfid) 

See § 22, Chapter IV. 

Review: hoped, finally (599), to-day (260), torn (285), tear (537), won't, 
button (275), cotton, wearing 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

194 



In teaching any difficult word, it is desirable to make tht widest po. 
sensory appeal. This appeal should include (/) a study of tin written form for 
"visualisers", (.') and spelling for "audileh" and speech-motor types, and (3) 
written spelling for all types. 



Lesson 606 

Teach: hotel, garage 
(ho-tel) (ga"razh') 

See § 44, Chapter IV. 

Review: ceiling, curtain, to-morrow, to-night (411)j have to, know, went, 
before (194) 
Review also words taught in Lesson 604. 

Lesson 607 

Teach: pump, hose 
(pump) (hoz) 

Have hose written in sentences: Turn on the hose and sprinklt the lawn; 
He sold her a pair of cotton hose for the baby. 

Review: engine, horse (419), this, one, knew, where (122), had, be 
Review also words taught in Lesson 605. 

Lesson 608 

Teach: waist, shirt, stripe 
(wast) (shurt) (strip) 

Have waist written in sentences: The woman wears a green silli waist. 

Review: dark, his, mine (119), was, worth, price (415), sale (414 

Review also words taught in Lesson 606. 

Lesson 609 

Teach: violet, bashful, pan sv, purple 
(vi'6-let) (bash'fool) (pan'zl) (pur'pl) 

Have written: Here is a beautiful flower, a purple pansy. 

Review: cherry, daisies (443), coming (107), dandelion (245). flowers (240), 
yellow (245), children, running (177), morning (194) 
Review also words taught in Lesson 607. 

boot, fdot; found; boil; function; chase; good; joy; then, thick: hw = wh as in 
when; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

195 



In proportion as pupils are trained in the lower grades to study efficiently, 
the need for instruction in the upper grades diminishes. 



Lesson 610 

Teach: mush, oats, oil, scrub, split, stout 
(mush) (ots) (oil) (skrub) (split) (stout) 

See Suggested Lesson Plan D, page 154. 
See § 22, Chapter IV. 

Review: cotton (591), needle (605), sewed, doctor, raised, beard, deep (173), 
does, few (340), ice, mice (258), nice (258) 

Review also words taught in Lesson 608. 

Reread Types of Learners, page 9. Listen critically to the answers the 
pupils give to the question at the bottom of page 114 in their books. Clarify 
their thinking, if necessary, by a few simple illustrations of how it helps con- 
centration, to compare what you "see in your mind's eye" with what is 
written on the blackboard or printed in the book. 

Lesson 611 

Teach: lamp, Ian tern, light ed 
(lamp) (lan'tern) (lit 'eel) 

Give special drill on correct pronunciation of lantern. 

Review: evening, aisle (601), church (601), lesson (252), teach (100), learn (252), 
to write (237) 
Review also words taught in Lesson 609. 

Lesson 612 

Teach: bi cy cle, rub ber, tires 
(bi'si-kl) (rtib'er) (tlrz) 

The word bicycle is a troublesome one. Give considerable attention to 
this word. See § 23, § 24, § 26, § 27, § 28, § 29, Chapter IV. 

Review: buy, leading (190), carried (403), great, bundle (346), your, name 
Review also words taught in Lesson 610. 

Lesson 613 

Teach: taste, pour, drunk, ci der, beer 
(tast) (por) (drunk) (si'der) (ber) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, finite, burn, cut, focus, menu; 

196 



Testing spelling is not teaching spelling. Testing may reveal the need for 
study or for instruction, but it is no substitute for either study or instruction. 



Have pour pronounced and written in sentences: We saw her pour the 

cider into the glasses. 

Review: water (291), meal, take, with (106), him 
Eeview also words taught in Lesson 611. 



Lesson 614 

Teach : ^ oun tv, state 
(koun'ti) (stfit) 

Review: side, north (208), hotel, build, built, direction, different (435), 
Wednesday, stamp, color, finally 
Review also words taught in Lesson 612. 



Lesson 615 

Teach: daugh ter, dar ling, di a mond, dom i noes 
(do'ter) (dar'lmg) (dl'a-mund) (d5m'I-noz) 

Special attention to the correct pronunciation of diamond and dominoes. 
See § 13, § 14, § 16, § 17, Chapter IV. 

Review: sister, was, there (122), birthday (354), born, year, waist (60S), 
tear (409), won't 
Review also words taught in Lesson 613. 



Lesson 616 

Teach: weath er, sun ny, cloud y, gray 
(weWer) (sun'I) (kloud'I) (gra) 

Have weather pronounced and written: The weather is now warm; In the. 
fall of the year we have much cloudy weather. 

Review: violet (609), pansy (609), bashful, did, well, then, holiday (342), 
minutes (402), months (449) 
Review also words taught in Lesson 614. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = oh as in loch. See pronunciation key in Appendix. 

14 197 



Lesson 617 

Teach: mos qui to, mos qui toes, wil lows 
(mos-ke'to) (mos-ke'toz) (wil'oz) 

Emphasize drill on distinct enunciation of first syllable of mosquito and 
of last S3'llable of willows. 

Review: pond (418), please, stop^here, did, hear, him, likes, sun, light 
Review also words taught in Lesson 615. 

Lesson 618 

Teach: drown, drowned, riv er, bridge, wade 
(droun) (dround) (rfv'er) (brij) (wad) 

Place considerable emphasis on correct pronunciation of drowned. 

Review: water, tumbled (501), straight, father, people (149) 

Review also words taught in Lesson 616. 

Lesson 619 

Teach: al ley, bon fire, blaze 
(611) (bon'fir") (blaz) 

Drill on correct pronunciation of alley and bonfire. Sentences suggested 
to be written: The rag-picker drove down the back alley; We celebrated the 
election by building a bonfire. 

Review: saw, bicycle (612), rubber (612), broke, helped, doing (192), well 
Review also words taught in Lesson 617. r 

Lesson 620 
Teach: en joy, pic nic, sup per 
(en-joi') (pik'nlk) (sup'er) 

See Suggested Lesson Plan D, page 154. 

Drill if necessary to correct the colloquial mispronunciation of picnic. 

Review: plates, friend, treat, choose, speaks, said, good-by 
Review also words taught in Lesson 618. 

Lesson 621 

Teach: han die, fetch, lem on ade 
(hftn'dl) (f6ch) (lem"un-ad') 

Review: finally (599), raised, cider (613), getting, ready, poured (613), tasted, 
ate (235), played (384) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

198 






Review also words taught in Lesson 619. 

Inspect list of words kept by pupils in their spelling pockets. Encourage 
pupils to test others and to be tested by others on hard words each has kept 
in his spelling pocket. 



Lesson 622 

Teach: but ter fly, spi der, grass hop per, cat er pil lar 
(but'er-fll") (spi'der) (gras'h6p"er) (kat'er-pll'er) 

Give special attention to drill on the distinct enunciation of the syllables 

in caterpillar. 

Review: daughter (615), diamond (615), wanted, night (185), weather (616), 
cloudy, mosquito (617), frighten (312), jumped 
Review also words taught in Lesson 620. 



Lesson 623 

Teach: pickles, sour, com menced 
(plk'lz) (sour) (ko-mensf) 

See § 44, Chapter IV. 

Review: carry, carrying, drown (618), drowned (61S), river, deep 

Review also words taught in Lesson 621. 

Lesson 624 

Teach: cob web, crumbs 
(kob'web") (krumz) 

See § 25, Chapter IV. 

Review: threads (605), eating, mouths, hands, happy, afraid (294), coming, 
chased (332) 
Review also words taught in Lesson 622. 

Lesson 625 

Teach: climbed, touched, spoiled, washed 
(kllmd) (tucht) (spoild) (wosht) 

• Drill, if necessary, to correct any mispronunciation of spoiled. 

Review: grabbed, worked, might (185), have, yellow, wings 

Review also words taught in Lesson 623. 

l>6ot, foot; found; boil; function; chase; good; joy; thvn, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

199 



Lesson 626 

Teach: spread, mer ry, emp tied, shad y 
(sprgd) (mer'I) (emp'tld) (shad'i) 

See § 22, Chapter IV. 

Review: spread out the cloth, merry company, emptied their basket (109), 
under (106) a shady tree, spreading branches 
Review also words taught in Lesson 624. 

Lesson 627 

Review: angel (518), shining (292), writing, eraser, learn, enjoy (620), 
handle (621), needle, broke, pieces (141), larger, than 
Review also words taught in Lesson 625. 

Lesson 628 

Teach: pret ti er, pret ti est, rec i ta tion 

(prft'I-er) (prftl-fcst) (res"i-ta'shun) 

Drill, if necessary, to correct any colloquial mispronunciation of prettier 
and prettiest. 

Review: platform, primary (284), caterpillar (622), grasshopper (622), 
frightened, pleasant, weather, diamond, received 
Review also words taught in Lesson 626. 

Lesson 629 

Review: climbed (625), touched (625), spider (622), eating, ashamed, finally, 
woman, women, coming, through, children, laughed 
See § 39, Chapter IV. 

Lesson 630 

If by reason of a long school year, you should have some time left before 
the close of the semester, it may well be given to a comprehensive review of 
the words in the Review List on pages 121, 122 and 123 in the spelling books. 
The class may be organized into competing teams or sections, with written 
tests each day on a given column or columns of words. If time permits, 
have pupils master also the common abbreviations given in the reference list 
on page 124 in the spelling books. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, c5mpare; unit, unite, burn, cut, focus, menu; 
boot, fd6t; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when; zh = z as in azure; kh = chasinloch. See pronunciation key in Appendix. 

200 



Review List 



aches (327) 
across (191) 
address (475) 
afraid (294) 
again (203) 
against (482) 
allowed (334) 
almost (115) 
already (244) 
always (193) 
among (244) 
angel (518) 
animals (439) 
any (239) 
August (449) 
automobile (412) 
awful (453) 
beast 

because (210) 
become (462) 
been (188) 
before (194) 
began (97) 
beginning (272) 
believed (374) 
biscuit (356) 
board (388) 
born 

break (321) 
breathe (507) 
broke 
build (254) 
built (254) 
business (414) 
busy (168) 
buy (38) 
calendar (467) 
cannot (248) 
can't (409) 
caught (422) 
ceiling (489) 
children (156) 
chose (582) 
chosen (584) 
Christmas (162) 
church (601) 
city (232) 
claimed (545) 
clean (225) 
climbed (625) 
cloak (532) 
clothes (389) 



clothing (389) 
collar (498) 
color (306) 
come (126) 
coming (107) 
common (591) 
company (479) 
conductor (480) 
cotton (591) 
cough (522) 
country (234) 
curtain (514) 
diamond (615) 
direction (594) 
doctor (233) 
does (146) 
doesn't (395) 
don't (395) 
dose (524) 
drowned (618) 
earned 
earth (407) 
either (359) 
engine (401) 
enough (366) 
eraser (267) 
evening (519) 
every (132) 
excuse (283) 
family (479) 
farmer 
farther (346) 
Februarv (449) 
fever (528) 
fierce (481) 
figures (464) 
finally (599) 
first (91) 
flour (579) 
forty (399) 
foundation 
fourteen (352) 
fourth (445) 
friend (351) 
frightened (312) 
furnace (489) 
geography (471) 
given (512) 
gives' (128) 
going (201) 
great (313) 
guess (432) 



hail (509) 
half (370) 
hands (28) 
have 

have to (243) 
having (180) 
hear (71) 
heard (309) 
helping (216) 
here (193) 
him 

himself (546) 
history (471) 
hoarse (522) 
horse (419) 
houses (94) 
Indian (560) 
instead (469) 
isn't (395) 
jail (561) 
kinds (547) 
knew (337) 
know (124) 
ladder (598) 
laid (298) 
lands (547) 
larger 

leaves (246) 
letter (343) 
light (185) 
loose (509) 
lose (400) 
made (187) 
manners (538) 
many (54) 
maybe (379) 
mean 

meant (512) 
measured (593) 
meet (520) 
melon (574) 
minutes (402) 
months (449) 
mountain (473) 
much (167) 
need (242) 
needle (605) 
neighbor (549) 
neither (359) 
new (225) 
nickel (277) 
nurse (525) 



off (347) 
organ (279) 
our (209) 
over 

painted (373) 
peace (502) 
pencil (267) 
people (149) 
period (465) 
picture (133) 
pieces (141) 
pleasant (493) 
please (128) 
pony (495) 
present (342) 
principal (472) 
problem (471) 
promised (410) 
quiet (402) 
quite (463) 
raised 

received (475) 
right (185) 
round (143) 
said (207) 
Saturday (304) 
seem (520) 
seemed (462) 
seen (316) 
separate (410) 
shed (175) 
should (196) 
sign (576) 
since (463) 
soldiers (382) 
some (125) 
speak (544) 
staved (478) 
stopped (308) 
straight (405) 
struck (501) 
sugar (579) 
sure (289) 
surprised (551) 
tears (537) 
than (218) 
their (122) 
themselves (551) 
there (318) 
they (146) 
those (513) 
though (469) 



201 



thought (341) 
throw (124) 
Thursday (303) 
tired (327) 
together (499) 
too much (365) 
touched (625) 
toward (499) 
tried (330) 
true (386) 
truly (438) 



Tuesday (301) 
tumbled (501) 
two men 
umbrella (461) 
uncle (220) 
until (411) 
used (375) 
vacation 
vegetables (570) 
wanted 
warm (195) 



weak (528) 
wearing (181) 
weather (616) 
Wednesday (302) 
went 

were (205) 
when (154) 
where (122) 
whether (488) 
which (223) 
whole (521) 



whose (523) 
window (514) 
winter (217) 
woman (533) 
women (533) 
won't (293) 
would (198) 
write (237) 
writing (287) 
wrong (62) 
wrote (476) 



Sun. . 
Mon. 
Tues. 



Some Common Abbreviations 

The Days of the Week 

. . Sunday Wed 

. . Monday Thurs 

. . Tuesday Fri 

Sat Saturday 



Wednesday 
. Thursday 
. Friday 



The Months of the Year 



Jan January 

Feb February 

Mar March 

Apr April 

May May 

June June 



July July 

Aug August 

Sept September 

Oct October 

Nov November 

Dec December 



202 



Introduction' to Fifth Year 

The matter of taking up work in the fifth year should be 
made an occasion for an interesting and serious talk on efficient 
methods of study and review. Impress upon the pupils that self- 
directed and intelligent study will enable each individual to over- 
come his own spelling difficulties. 

In the fifth year a complete reorganization in the plan of 
conducting the spelling lesson becomes possible and desirable. In 
this grade and above, pupils may be relied upon, for the most 
part, to check their own spelling papers. See § 36 and § 37, 
Chapter IV. The spelling test may now well become the first 
step in the lesson. 

Two principal advantages result from this change: (1) The 
test is a more satisfactory one because at least a day has elapsed 
since the words have been taught; and (2) any misspelling may 
at once be checked and the corrective work may be immediately 
begun by the pupil who misspelled the word. 

Reread letter on page xii. 



203 



Suggested Lesson Plan E 
(For Fifth Year) 

Step I. Test: 

Teacher dictates, in phrases or sentences or in a 
paragraph, the words of the preceding lesson,* and 

any words from the lesson second preceding which 
have been misspelled by several pupils in the test of 
the preceding day. Phrases or sentences should be 
so formed as to indicate, when possible, the meaning 
of the word. Example: I accept your invitation. If 
in forming such sentences it is necessary to use words 
which pupils have not yet learned to spell, these 
words should be written on the blackboard so that 
they may be copied. 

Step II. Check Errors: 

Each pupil checks his own paper to discover 
possible errors. The words of the test may be spelled 
orally to the class by the teacher or by some pupil 
whose paper is letter perfect. Each word should be 
pronounced distinctly and spelled slowly with a slight 
pause between syllables. Each misspelled word should 
immediately be obliterated by the pupil and written 
correctly on the margin of his paper. (See Testing 
Spelling and Checking Errors, page 205.) 

For purposes of review, the teacher should then 
ascertain what words 'have been misspelled and ask 
for a show of hands to indicate the number of pupils 
who have misspelled each. 

* See siijrsre?t:on given in the next to the last paragraph in Step V. 

204 



Testing Spelling and Checking Errors in Upper Grades 

As Written in Test 



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Above the fourth year, an expeditious method of checking spelling test 
papers is that of having the words spelled orally to the class by the teacher 
or by some pupil whose paper is letter perfect. Each word should be pro- 
nounced distinctly and spelled slowly by syllables. See § 36, § 37, and § C8. 

See Spelling Errors and Their Correction, § 39 and § 40, Chapter IV, 
and Correcting Habits of Faulty Spelling, page 13; also Use of the Spelling 
Pocket, and Development of a Spelling Conscience, page 24. 

As Checked by Pupil 






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205 



Step III. Treat Errors: 

Assign to the pupils concerned, for independent 
individual study, any word misspelled by only one or 
two pupils. Each pupil should add to the list which 
he keeps in his spelling pocket, any word he has mis- 
spelled in the test. 

Reteach any word which has been misspelled 
by a number of pupils in the test. Any or all of the 
steps indicated in (1) to (8) below may be taken, if 
necessary, in reteaching a word. Emphasis should 
vary according to the degree of difficulty for these 
pupils, as indicated by the test. 

Step IV. Teach Separately Each New Word in the Lesson: 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impression 
of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of the word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, but 
never by calling attention to any wrong way of spelling it. 

(5) Teacher indicates syllabication of word by 

* For the convenience of the teacher the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

206 



pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 
g-o-v — e-r-n — m-e-n-t (pausing briefly at the end of 
each syllable without pronouncing the syllable). In 
this step the teacher should pronounce the word before 
and after each spelling. 

(6) Several pupils in turn are called upon to spell 
the word orally by syllables, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

(8) Each pupil writes the word, quietly pronounc- 
ing each letter as he writes it, and then compares the 
word as he has written it with the word as it is spelled 
on the blackboard or in the book. 

>tep V. Make Assignment for Independent Study: 

Assign for independent review the review words 
which occur in the lesson. Call attention to any 
particular s}*llable or letter which may be especially 
difficult. Occasionally call attention to the impor- 
tance of each pupil's reviewing the words in his spelling- 
pocket. 

In their individual study, pupils should be encour- 
aged to visualize each word, that is, "to close their 
eyes and try to see the letters in their places," then to 
look at the word in the book or on the blackboard, and 
again to close their eyes and try to picture it; and 
finally to write it and then compare its spelling with 
the word in the book or on the blackboard: 

As part of their independent study, pupils may 
profitably be required to prepare and hand in to the 
teacher at some time during the day, or previous to 
207 



the following lesson, sentences in which the words of 
this lesson are used. The best of these sentences may- 
be used by the teacher in the test given (Step I) in 
the next lesson period. 

Encourage pupils to form small study groups to 
assist one another in improving individual methods of 
study, to test one another on words listed in spelling 
pockets, to examine critically written work to be 
handed in, and to assist one another in all possible 
ways in order to make perfect scores in spelling tests 
and in all other written work. 



Lesson 631 

Read Introduction to Fifth Year, page 203. 

Devote a full period to this introductory lesson, emphasizing points as 
indicated in paragraph in the textbook. Point out necessity for the intelligent 
and adequate use of the spelling pocket. 

See § 1, Chapter IV. 

Lesson 632 

Teach: sea son, au tumn 
(se'zn) (6'tum) 

See Suggested Lesson Plan E, page 204. See § 33, § 34, § 36, § 37, § 38, 
Chapter IV. 

Assign for Independent Review: August (449), Thursday (303), Wednesday 

(302), Saturday (304), family (479), parents, coming, weather (616), 

Tuesday (301), country (234), company (479) 

Notice numbers in parenthesis after certain words in this review list. 

These numbers refer in each case to the lesson in which the word was originally 

introduced into the text and suggestions made concerning its treatment. See 

§ 23, § 24, Chapter IV. 

Lesson 633 

Teach: wise, plan, sincere, succeed 
(wlz) (plan) (sln-ser') (suk-sed') 

See Suggested Lesson Plan E, page 204. See § 24, § 27, Chapter IV. 

Assign for Independent Review: given, meant (512), further (469), instead 
(469), can't (409), won't (293), since (463), quite (463) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

208 



Lesson 634 

Teach: turtle, gnat, gnaw 
(tur'tl) (n&t) (no) 

See Suggested Lesson Plan E, page 204. See also § 25, Chapter IV. 

Assign for Independent Review: animal, butterfly (622), mosquito (617), 
finally, grasshopper (622), caterpillar, frightened (312), spider, cob- 
web, tangled (4001 

Lesson 635 

Teach: sub ject, course, notes, text 
(sub'jCkt) (kors) (nots) (tSkst) 

See Suggested Lesson Plan E, page 204. See also § 11, § 12, § 28, 
Chapter IV. 

Assign for Independent Review : examples, examination (539), studying (539), 
office (472), recess, excused (283), principal (472), business (414), 
promised (416), talked too (365) much (167), before (194) they 
began (97) 

Lesson 636 

Teach: in deed, pur pose, proud 
(In-ded'j (pur'pus) (proud; 

See Suggested Lesson Plan E, page 204. See § 39, § 40, Chapter IV. 

Assign for Independent Review: whose, quiet (402), become (462), manner, 
does (146) not, doesn't (395), honest, didn't (395), again (203), 
have (243) to be (94) vaccinated (531) 

Lesson 637 

Teach: quick lv, spe cial 
(kwlk'll) (spesh'al) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: coming quickly, special news, spider (.622), 

caterpillar (622), common, autumn (632), season (632), vacation, 

review (539), writing (2S7), erased (2S2), almost (115), the whole 

afternoon (ISO) 

See treatment of business, Lesson 414. Other hard words on the page: 

principal (see Lesson -172;, loo much (see Lesson 365), whose (see Lesson 523)j 

quiet (see Lesson 402), doesn't (see Lesson 395), autumn (see Lesson 632), 

writing (see Lesson 287), almost (see Lesson 115), tohole (see Lesson 521). 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh =ch as in loch. See pronunciation key in Appendix. 

209 



Read -pages 27 to 29 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 638 

Teach: com po si tion, gram mar, pu pil 
(k6m"p6-zlsh'un) (gram'er) (pu'pll) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: recitation (628), language, absent, period, 
sentence, problem (471), history (471), geography (471), separate 
(416), pronounce (471), understand, understood 

Lesson 639 

Teach: verse, tune, stan za, cho rus 
(vurs) (tun) (st&n'zd) (ko'rus) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: whenever, sincere (633), succeed (633), 
whatever, afterward, beginning (272), without, either (359), neither 
(359), whether (488) or not, too busy to write (237) 

Lesson 640 

Teach: au thor, po em, quo ta tion 
(6'ther) (po'Sm) (kwo-ta'shun) 

See Suggested Lesson Plan E, page 204. See § 13, § 14, Chapter IV. 

(On the assumption that the teacher has by this time become entirely 
familiar with Suggested Lesson Plan E, less frequent reference will be made 
to it from this point on, except at the beginning of the second half of the 
year.) 

Assign for Independent Review: calendar (467), subject (635), treated, wise, 
plan, their (318), friends (351), sure (289), enough (366),' business , 
question, sidewalk, pavement 

Lesson 641 

Teach: lane, trav eled, wind ing 
(Ian) (tr&v'eld) (wind'Ing) 

Assign for Independent Review: race, mouse (94), gnaw (634), winding 
course (635), toward (499), indeed (636), together (499), purpose 
(636), umbrella (461) 
Refer pupils to page 2 in their spelling books for a satisfactory answer 
to the questions on page 6. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer : 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

210 



"Correcting" spelling papers does not correct spelling error*. Such checking 
is a waste of lime and effort unless the errors are actually corrected by the pupil who 
made them. See §39, § 40, § 41, § 42, § 43, Chapter IV. 



Lesson 642 

Teach: brass, pol ished, buck le, bag gage 
(bras) (poTlsht) (btik'l) (bag'aj) 

Assign for Independent Review: queer (459), asked (384), guess (432), hoped, 
giving (537), meant, looked, pupil, seemed (462) 
P.eread § 23,"§ 24, § 25, Chapter IV. 

Lesson 643 

Teach: hur ry ing, goal, de ter mined, stung 
(hur'Hng) (gol) (dS-tur'mlnd) (stting) 

Assign for Independent Review: quickly, claimed, followed (452), gnat (634), 
bee (397), yourself, direction, different (435), expects (599) to win, 
well behaved 
See § 30, § 31, § 32, Chapter IV. 

Lesson 644 

Teach: odd, num bered, fractions, drilled 
(6d) (ntim'berd) (frak'shunz) (drlld) 

See § 39, Chapter IV. 

Assign for Independent Review: addition (281), arithmetic (281), figures, 
notes, text, term (540), grammar (63S), language (549), special (637 ) 
While this story is being written, pupils should be free to use their spelling 
books or to look up the spelling or syllabication of words in their dictionaries. 
The completed stories should be examined carefully by the writers and each 
should enter any misspelled words on the list in his spelling pocket for further 
study and review. 

Lesson 645 

Teach : col umns, globe, cray ons, cop ied, ex pla na tion 
(kdl'umz) (glob) (kra'onz) (k6pld) (eks"pld-na'shun) 

See § 13, § 14, § 25, Chapter IV. 

Assign for Independent Review: author (640), poem (640 j, verse (639), 
composition, quotation, second (540), stanza (639), whose (523), not 
quite ready (115), tried to make peace (502) 

boot, foot; found; boil; function; chase; good; joy; than, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

211 



Lesson 646 

Teach: cheating, sneaked, rot ten 
(chet'Ing) (snekt) (rSt'n) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: winding, their, manners (538), truant, 
ashamed, don't, isn't, wood, proud, traveled (641), honest (544"), 
eating, supper 

Lesson 647 

Teach: dis miss, col lee tion 
(dls-mls') (ko-lek'shun) 

Assign for Independent Review: finally, thousands (565), season (632), 
autumn (632), vacation, spoiled (625), whole (521), chorus (639), 
half (370), notes, begin, tune, sign (576), name 

Lesson 648 

Teach: col o ny, is land, col o nies, coun tries 
(k6l'6-nl) (I'land) (kol'6-nlz) (kun'trlz) 

Before teaching island, see § 25, Chapter IV. 
Call attention to the fact that island =is land. 

Assign for Independent Review: determined (643), succeeded (633), com- 
menced (624), questioned, hoped, goal (643), globe, brass, divided 
(287), middle, larger, quickly 

Lesson 649 

Teach: pres i dent, gov ern ment, gov ern or 
(prez'I-dent) (guv'ern-ment) (guv'ern-er) 

See § 13, § 14, § 16, § 17, Chapter IV. 

Assign for Independent Review: separate, purpose (636), subject, guessed 
(432), geography, recitation, grammar, explanation, baggage (642), 
umbrella, hammer (391), polished 

Lesson 650 

Assign for Independent Review: . buckle (642), leggings (560), circles, cross- 
ing, library (472), building, fractions, figures (464), columns (645), 
common, period (465), multiplied (465), mosquitoes (617), banana 
(303), Wednesday, October (449), November (449), December (449) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

212 



See Suggested Lesson Plan E, page 204. 
See § 30, § 31, § 32, Chapter IV. 

Devote a few minutes to a dictionary, drill after the manner of Exercise IV 
in the Appendix. 



Lesson 651 

Teach: sin cere ly, re spect ful ly 
(sln-ser'lS) (re-spekt'fo61-I) 

Drill pupils on the distinct enunciation of the / in respectfully. 

Assign for Independent Review: instead (469), alike, odd, of course (635), 

I wonder (515) whether (4SS), if you would rather (463), was 

hurrying (643) to meet (520) the train, said (207) to myself, never 

have seen (316), Yours sincerely, Yours respectfully 

A profitable written exercise may grow out of this lesson, in the form of a 

letter written by each pupil in his own way, choosing as many of these words 

and phrases as he has use for. 

Lesson 652 

Teach: base ball, bat ter, base, score, won 
(bas'bol) (bat'er) (bas) (skor) (wtin 

Be sure to have the word won written in sentences: He won the race; 
Our class won the prize. 

Assign for Independent Review: numbered (644), drilled (644), coming (107), 
sneaked (646), pupil (638), spoke, allowed (334) to choose (582), 
won the game 

Lesson 653 

Teach: pitch, catch, pitch er, catch er 
(plch) (kaeh) (pich'er) (k&ch'er) 

The mispronunciation of these words accounts for the fact that they are 
frequently misspelled. Drill on correct pronunciation. See § 25, Chapter IV. 

Assign for Independent Review: fist, finger, wrist (507), cheating (646), 
whipped (497), dismissed (617), copied (645), crayon, island (64S), 
lead (466) pencil (466), threw (376) the ball 
Devote a minute to placing on the blackboard a good model for the 

opening and for the closing of a letter, and for addressing an envelope. 

bobt, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh =z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

15 213 



Lesson 654 

Teach: short stop, urn pire, play er, cen ter, fault 
(sh6rt'st5p") (iim'plr) (pla'er) (sen'ter) (folt) 

Insist upon accurate pronunciation of umpire. 

Assign for Independent Review: diamond (615), collection, special (637), 

against (482), together (499), August (449), countries (648), govern- 
or (649), colonies (648), knew (337), whose (523), fault, ashamed 
of himself (546) 

Lesson 655 
Teach: ex act ly, ex tra, ear li er 
(eg-zakt'li) (8ks'trd) (ur'li-er) 

Here again, correct pronunciation will help to prevent the misspelling of 
a troublesome word, exactly. 

Assign for Independent Review: quotation, composition, author (640), stanza 
(631), poem (640), verse (639), review (539), excused (283), allowed 
(334), had not been (188) vaccinated (531) 

Lesson 656 

Teach: driv ing, hack, cab, dray 
(driving) (hak) (kab) (dra) 

See § 39, § 40, Chapter IV. 

Assign for Independent Review: president (649), problems (471), principal 
(472), winding, traveled (641), colony (648), determined (643), 
beginning (272), government (649), I have learned (492) to use 
(375) the dictionary (465) 

Lesson 657 

Teach: ca noe, ca noe ing, camp ing, danc ing 
(kd-noo') (kd-noo'Ing) (kamp'ing) (dans'Ing) 

Require pupils to sound the final g distinctly in camping, dancing and other 
words of similar ending. 

Assign for Independent Review: received (475), invitation (475), respectfully, 
sincerely (651), evening (519), suppose (555), address (475), envelope 
(475), My dear Cousin (479), went (111) to a picnic (620) 
The test in this lesson may profitably take the form of a letter dictated 
to the class. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sm; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

214 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 658 

Teach: whis per ing, qui et ly 
(hwls'per-lng) (kwl'fit-ll) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: geography (471), history (471), understood, 
pitcher (653), shortstop, players, sentence (465), column (645 . 
grammar (638), touched (625) the base (652), won (652) the prize 
(502) 

Lesson 659 

Teach: basket-ball, football, victory, fact, tackle 
(bas'ket-bol) (foot'bol") (vlk'to-rl) (fakt) (tak'l) 

Spend drill on pronunciation of victory. 

Assign for Independent Review: umpire (654), score (652), true (386), reply, 
sorry, buckle (642), fasten (404), between (362), the halves (441), 
across (191) the field (443) 

Lesson 660 

Inspect the word lists in the pupils' spelling pockets. Explain that, since 
each pupil's progress in spelling is his own personal problem, it is far more 
important that he should show improvement from time to time over his own 
previous spelling record, than that he should excel some other student. Make 
"Beat your own spelling record" a slogan in your class, and encourage every 
pupil to use his spelling pocket, as a place to keep his "spelling troubles". 
See § 45, Chapter IV. 

Lesson 661 
Teach: flat ten, dodge, lift, stir 
(flat'n) (d6j) (lift) (stur) 

?ec Suggested Lesson Plan E, page 204. 

Assign for Independent Review: very (224), queer, kinds, handled (621), 
claimed (545), dropped (308), chose, many, more 
See § 39, § 40, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vh as in 
when; zh — z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

215 



Never drill on a word or on a group of wards beyond the point of active attention 
on the part of the individual or the class concerned. All drills should be short 
and "snappy." 



Lesson 662 

Teach: scheme, brain, cause, result 
(skem) (bran) (koz) (re-zulf) 

Assign for Independent Review: exactly (655), quite (463), since, direction 
(594), straight (405), driving, gray (616), horse (419), dancing, 
earlier (655), extra (655) 
See § 23, § 24, Chapter IV. 

Lesson 663 

Teach: troub le, suf fered 
(triib'l) (suf'erd) 

Assign for Independent Review: governor (649), government (649), dismiss 
(647), center (654), island (648), canoe, patient, proved (415), 
countries (64S), colonies (648), president (649) 
In discussing with the class the question on page 13 of their textbook, 
bring out these points: Leaving written work unverified begets a careless atti- 
tude toward written work; it violates one's spelling conscience because it is 
less than one's best. 

Lesson 664 

Teach: aim, no tice, de stroy, dis cov er 

(am) (no'tls) (de-stroi') (dis-kuv'er) 

See § 19, § 20, § 21, Chapter IV. 

Assign for Independent Review: bear (345), beast, fierce (481), camping, 
canoeing (657), climbed, fox, pony (495), tied (528), bow and arrow, 
leather (560) suit (459) 

Lesson 665 

Teach: view, scene, bluff, ridge 

(vu) (sen) (bluf) (rlj) 

See § 44, Chapter IV. 

Assign for Independent Review: colony (648), victory (659), sharp blade, 
knife (349), edge (559), too (365), dull, mountain (473), animals 
(439), tracked, dragged 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

216 



Lesson 666 
Teach: oh 
(6) 

Have oh written in a sentence: Oh, yes, I shall go. 

Assign for Independent Review: whispered (658), flatten, tackle (659), 
crawled (290), caught (422), daughter (615), Indian (560), listened 
(283), fastened (404), maybe (379), earlier (655), quietly (658), 
during (364), evening (519), bound with a cord, safe and sound 

Lesson 667 

Teach: vil lage, chief 
(vil'aj) (chef) 

Assign for Independent Review: paint (373), feathers (288), real scheme (662), 

lift, stir (661), make-believe (374), dodge (661), stood, dressed (452), 

build (254), tried (330), their tents 

The story to be written, as suggested on page 15 of the spelling book, 

should be commended principally on the merits of its spelling. See § 46, § 47, 

Chapter IV. 

Lesson 668 

Teach: use less, re plied, hop ing, pit ied 
(us'l&s) (rS-plid') (hoping) (pltld) 

See § 49, Chapter IV 

Assign for Independent Review: answered (290), respectfully (651), sincerely 
(651), trouble (663), cause (662), result, touched, stopped (308), 
because (210) 

Lesson 669 

Teach: prai lie, plain, ranch, range 
(pra'rlj (plan) (ranch) (ranj) 

See § 9, § 10, Chapter IV. 

The word prairie is a troublesome one. Have all the above words 
written in sentences: A prairie is a broad plain. A range of mountains lies be- 
yond the ranch. 

Call attention to the ai in plain and in prairie. 

Assign for Independent Review: view (665), scene (665), picture (133), discover 
(664), separate. (416), climbed (625), extra, hours, score, obeyed (561) 
the rules, won (652) the race 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

217 



When a pu.pil has misspelled a word, whether orally or in ivriting, do not 
call his attention to the wrong form. Drill on the correct form of the word. 



Lesson 670 

Teach : re al Iy, stin gy, poor, taunt 

(re'al'i) (stln'jl) (poor) (tant) 

See Suggested Lesson Plan E, page 204. 

Special drill on correct pronunciation of really. Have poor written in 
sentences: He was a poor boy; I do not want to be a poor speller. 

Assign for Independent Review: subject (635), government, destroy (664), 
patient (525), suffered (663), surprised, common (591), reason, 
seemed 
See § 26, § 27, § 28, § 29, Chapter IV. 

Lesson 671 
Teach: shown, plen tv 
(shon) (plen'ti) 

See § 9, § 10, Chapter IV. 

Assign for Independent Review: grown, always (193), farmer, barns, turn 
(305), knob (568), notice (664), aim, clerk (604), trade, those, kinds 
(547), one, tenth, daily (528) work, not sure whether 

Lesson 672 

Teach: the a ter, own er, for tune 

(the'a-ter) (on'er) (for'ttln) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: ticket, quarter, offered, owned, chief (667), 
facts, diamond (615), presents (342), business (414), aisle on either 
side 

Lesson 673 

Teach: den tist, grind ing, all right 
(den'tlst) (grind Ing) (61 rlt) 

The combination all right is a very troublesome one. Have it written 
many times in sentences: I feel all right; My bicycle runs all right. 

Assign for Independent Review: tooth, teeth, ache (327), sore (528), aching 
(332), pressed, syrup (579), taffy, worst (554), stuff, ate (235) his 
meals, seems all right, October, Hallowe'en (314), pumpkin (314) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

218 



Lesson 674 

Teach: herds, croquet, level 

(hurdz) (kro-ka') (lev'el) 

Have herds written in a sentence: I sow three herds of cattle. Give atten- 
tion to proper pronunciation of croquet. See § 11, § 12, Chapter IV. 

Assign for Independent Review: range (669), plain (669), prairie (669), ranch, 
village (667), canoeing (657), camping, ridge (665), bluff, brush, 
filled his pockets, knocked (568) at the door ('159) 



Lesson 675 

Teach: Sab bath, or chard, fa vor ite 
(sab'dth) (or'cherd) (fa'ver-it) 

Pay particular attention to the pronunciation of orchard and favorite. 
- . rested association: The a in orchard stands for apples. 

Assign for Independent Review: poem (640), author (640), brain, mind (407), 
hoping, pitied, replied, lived, church, organ (279), piano, listen, 
stayed (478), owned an orchard, favorite apples (109) 



Lesson 676 

Teach: ac cept, re fuse, re main 
(ak-sepf) (re-fuz) (re-man') 

Have accept written in sentences: I accept your apology; Shi will be glad 
to accept that gift. 

Assign for Independent Review: invitation, determined (643), destroyed 
(664), discovered, copied (645) the words (132), scheme (662), cause 
(662), result, trouble, useless, grammar (638), erased from the board 

'388) 



Lesson 677 

Teach: formed, club 
(formd) (kltib) 

See § 44, Chapter IV. 

Assign for Independent Review: chance (278), besides, except (463), something 
else (422), cannot (248), belong, because, though (469), useful (493), 
enough, unless you really (670) know (124) 

boot, foot; found; boil; function: chase; good; joy; then, thick; hw = \vh as in 
when ; zh = z as in azure ; kh = ch a s in loch. See jrron unciation hey in Appendix. 

219 



Pupils can be, and usually are, very helpful to one another in drill and review 
and in testing on individual words, if they are encouraged to help one another 
and if they are commended for doing so. 



Lesson 678 

Teach: property, foundation, everything, furnished 
(pr6p'er-ti) (foun-da'shun) (ev'er-i-thing") (fur'nlsht) 

Assign for Independent Review: owners (672), rich, stingy (670), born, poor 
(670), mean, since, rather, plenty (671) 

Lesson 679 

Teach: grand, parade 
(grand) (pd-rad') 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: theater (672), scene, center (674), middle, 
shown (671), view, happen (309), finally (599), doctor (233), dentist 
(673), counting (276) their money (276), a great (313) fortune (672) 

Lesson 680 

Have a few of the more common abbreviations given on page 62 written 
in sentences. 

Lesson 681 

Teach: desert, main, sandy, shore 
(deVert) (man) (san'di) (shor) 

See Suggested Lesson Plan E, page 204. 

Have desert written in sentences: The camels live in the desert; Arabia 
is a hot, desert country. 

Assign for Independent Review: prairie, herds (674), miles, chief, pony, kick, 
taunt (670), tease (409), can't (409) use, won't tear (537) 
See § 34, Chapter IV 

Lesson 682 

Teach: car pet, clos et, ra di a tor, laun dry 

(kar'pet) (kloz'et) (ra'di-a"ter) (lan'drl) 

Give special attention to correct pronunciation of radiator and laundry. 

Assign for Independent Review: clerk, hotel, without, garage (606), property, 
furniture (578), furnished, bought (341), aisle (601), church (601), 
Sabbath (675), prayed 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

220 



In teaching any difficult word, it is desirable to make the widest possible 
sensory appeal. This appeal should include (1) a study of the written form for 
" nsualiiers" , (2) oral spelling for "audiles" and speech-motor types, and (S) 
written spelling for all types. See Types of Learners, page 9 and 'following. 



Lesson 683 

Teach: town ship 
(toun'shlp) 

Assign for Independent Review: village, county, state, ladder, orchard (675), 
favorite (675), countries (648), destroyed, foundation, earth (407), 
level, acres (483) 
Conduct a short drill occasionally on the finding of words in the dictionary, 

after the manner of Exercise III in the Appendix to this Manual. 

Lesson 684 

Teach: streaks 

(streks) 

Have streaks written in sentence: I saw streaks of lightning before the 
storm . 

Assign for Independent Review: shining (292), climbed, touched (625), 
remained, refused (676), received, accepted (676), writing, address, 
With (106) much love, Yours (438) very truly (438), Your friend 
See § 44, Chapter IV. 

Lesson 685 

Teach: thirsty, starved, stooped, limped 
(thurs'tl) (starvd) (stoopt) (llmpt) 

Assign for Independent Review: second, quarter, discovered (664), everything, 
lean, thin, hoping, pitied, getting (293), keeping, coming, straight 
(405) 

Lesson 686 

Teach: eel e brate, eel e bra tion 
(seTe-brat) (seT'e-bra'shun) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: parade (679), formed, platform, clothes (389), 
dresses, shown, fountain (473), prettier (628), prettiest (628), wortli 
waiting (221) for (26S), if you please (128), Nearly (379) a hundred 
(425) people (149) were (205) there (122). 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure ; kh = ch a.s in loch. See pronunciation key in Appendix. 

221 



Lesson 687 

Teach: cot tage; hedge, dim, wild 
(kot'aj) (hgj) (dim) (wild) 

See § 14, Chapter IV, before teaching wild. 

Assign for Independent Review: desert (681), level, plain, herds, flocks, lambs, 
shore, view (665), scene (665) 

Lesson 688 
Teach: lum ber, shin gles, at tic, eaves, lath, rack 
(lum'ber) (shln'glz) (at'ik) (evz) (lath) (rak) 

See § 49, Chapter IV. 

Assign for Independent Review: ceiling (489), though, really, plenty, owner, 
poor, seems (520), eight (348) dollars (277), not less 

Lesson 689 
Teach: strange, stran ger, val ley, kin dling 
(stranj) (stran'jer) (val'i) (kin'dling) 

See § 32, § 42, Chapter IV. 

Assign for Independent Review: dentist (673), property, fortune, laundry 
(682), closet, ladder (59S), radiator (682), furnace (4S9) 
It is important that pupils should get a satisfying answer to such questions 
as the one on page 22 in their spelling books. Conduct a short period of 
practice on some hard word. Lead them to see how vague and indefinite their 
"picture" of the word often is until they compare it with the word as it is 
written or printed. Show them how each successive attempt to "see the 
letters in their places" results in a clearer and more lasting impression of the 
word, which will help them both in spelling the word and in recognizing any 
spelling of it as correct or incorrect. 

Lesson 690 

Teach: brook, source, flows, emp ties 
(brook) (sors) (floz) (gmp'tiz) 

See Suggested Lesson Plan E, page 204. 

See § 25, Chapter IV, before teaching empties. 

Assign for Independent Review: township, government (649), geography 
(471), farther (346), already (244), though, rainbow, mountains, 
separate, for those (513) reasons, isn't (395) true 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

222 



Lesson 691 

Teach: elm, ivy, ma pie, pine, limbs, fern, bur 
(Sim) (I'vi) (ma'pl) (pin) (llmz) (furn) (bur) 

See § 25, Chapter IV, before teaching limbs. 

Assign for Independent Review: shovel (456), spade, break (321), main (681), 
chief, across the prairie 

Lesson 692 

Teach: meet ing, din ing, spare 
(met'Ing) (din'Ing) (spar) 

Give special attention to pronunciation of meeting. 

Assign for Independent Review : question, celebrate (6S6), favorite, to-morrow, 
beginning, celebration, accept, refuse (676), remain, afraid (294), 
opened the window 

Lesson 693 

Teach: mad am, bon net, cape, mask, witch, wicked 
(mad'am) (bSn et) (kap) (mask) (wlch) (wlk'gd) 

Have wicked and witch written in sentence: We read a dory about a 
wicked old witch. 

Assign for Independent Review: instead (469), shadows (577), heavier (497), 
hungry (142), thirsty (685), starved, streaks (684), cloak, whose 
(523), wicked old witch, carried (403) a cane 

Lesson 694 

Teach: stiff, hinge, hung, low 
(sttf) (hlnj) (hung) (15) 

See § 18, § 19, § 20, § 21, Chapter IV. 

Assign for Independent Review: lame, stooped, stayed, attic, eaves (688), 
dim, very (224), wild (687), limped along, going (201) there 

Lesson 695 

Teach: for est, shel ter, moon light, wan dered 
(fSr'est) (shel'ter) (moon'lit") (won'derd) 

Assign for Independent. Review: trouble (663), finally, surprised (551), valley 
(689), bridge (618), shown (671), cottage, stranger, village (667) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z asin azure; kh = ch as in loch. See pronunciation key in Appendix. 

223 



Lesson 696 

Encourage pupils while writing the story to use their spelling books 
freely for reference on the spelling of particular words, and to use their 
dictionaries for the spelling of words, or the division of any word at the end 
of a line. 1 Always commend papers which are free from errors in spelling and 
in the division of words at the ends of the lines. 



Lesson 697 

Teach: clay, cin ders, ash es 
(kla) (sln'derz) (ash'ez) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: earth (407), lumber, kindling, chopped (558), 
brook, flows, source (690), wicked, witch (693), ghost (568) 

Lesson 698 

Teach: puz zle, par ties 
(ptizl) (par'tlz) 

See § 39, § 40, Chapter IV. 

Assign for Independent Review: holidays (342), fooled, curtain, window (514), 
carpet (682), furnace, basement (489), cellar (394), radiator (682), 
ceiling, shingles (688) 

Lesson 699 

Teach: polite, friendly, thankful 
(p6-llt') (frend'll) (thank'fobl) 

See § 22, Chapter IV. 

Assign for Independent Review: strange (6S9), bashful, backward (482), 
dining, meeting (692), parade (679), formed, pleasant (493), celebrate, 
all right to come, nearly a month (449) 

Lesson 700 

Have pupils examine the lists of words in their spelling pockets. Dictate 
to the class in phrases or sentences some of the difficult words suggested by 
members of the class. Have the papers checked for errors, (see page 205) and 
suggest that each pupil add to his individual list any word he has misspelled 
in this test. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

224 



Tlie formation of correct spelling habits can be directed and to a considerable 
extent controlled by skilful instruction. 



Lesson 701 

Teach: crib, sheet, cradle, bureau 
(krlb)(shet) (kra'dl) (bU'ro) 

See Suggested Lesson Plan E, page 204. 

Have sheet written in sentences: There are two sheets on the bed; Please 
give me a sheet of paper. The word bureau is an exceedingly troublesome one. 
"The first syllable is a short one, 6m, and is spelled just as it sounds. The 
second syllable is the hard one; have this word pronounced several times and 
spelled with oral emphasis on the letters of the last syllable in their proper 
order. In many words of French origin the letter combination eau is pro- 
nounced like o." 

Assign for Independent Review: madam (693), bonnet, forest (695) , cape, 
mask, spare, desert (681), shelter (695), caught (422) 



Lesson 702 
Teach : thun der, storm 
(thun'der) (storm) 

Assign for Independent Review: lightning, awful (453), wander (695), through 
(344), valley, moonlight, everything, umbrella (461), orchard, limbs 
(691), length (598) 
Conduct a short drill on the use of the dictionary for finding where words 

may be divided at the end of a line in writing. See Exercise IV in the 

Appendix to this Manual. 



Lesson 703 

Teach: cereals, wheat, products, beefsteak 
(s6-re-alz) (whet) (prod'ukts) (bef'stak") 

Assign for Independent Review: onions (573), pickles (624), radishes (597), 

raised, peas, rice, soda, sugar (579), beans, pepper, bacon (585), 

sausage (585) 

See § 28, § 29, Chapter IV, before discussing the words bureau, cereal, 

sugar. Encourage the members of the class to be on the lookout for and to 

suggest some way for remembering how to spell each of these words. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

225 



Lesson 704 
Teach: pint, geese 
(pint) (ges) 

Assign for Independent Review: quart, low, eaves (688), gallon (593), measure, 
hinges, hung, flock, dim, wild (687), river flows, empties (690) 
into (294) 

Lesson 705 

Teach: jar, juice, cob, core, rag ged 

(jar) (jobs) (kSb) (kor) (rag'ed) 

Assign for Independent Review: hedge, fern (691), bur, cinders (697), 
ashes (697), clay, elm, maple, pine, too (365) ragged 

Lesson 706 

Teach: spinach, squash, cucumber 
(spm'aj) (skwbsh) (ku'kum-ber) 

Assign for Independent Review: prairie (669), thirsty (685), starved, 
plenty (671), chief (667), main (681), friendly (699), truly, thankful, 
accept (676) the present, order groceries (578), two loaves (582) of 
bread (322) 

Lesson 707 

Teach: ther mom e ter, ze ro, thaw, grave 
(ther-mom'e-ter) (ze'ro) (tho) (grav) 

Insist on distinct enunciation of the sound of th and of the second e in the 
word thermometer. 

Assign for Independent Review: February (449), weather (616), thunder, 
danger, sunny (616), cloudy, shady, damp, parties (69S), puzzles 
(698), polite, wicked (693) 

Lesson 708 
Teach: amount, pre pare, spend 
(d-mounf) (pre-par') (spend) 

Give effective drill to correct any colloquial mispronunciation of prepare. 
Have spend pronounced and written in a sentence : Don't spend yovr money 
foolishly. 

Assign for Independent Review: slept (571), sleeping, not a nickel (277) to 
spare, crib, sheets (701), cradle (701), bureau (701), wouldn't spend 
a dollar 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, cSmpare; unit, unite, bfirn, cut, focus, menu; 

226 



Lesson 709 

Assign for Independent Review: raised beets (597), molasses (587), cucumbers, 
beefsteak (703). tomatoes (575), .sowed (571) wheat (703), products, 
ceiling (489), ladder (598), climbed (625), tasted syrup (579), cereals, 
spinach (706), vinegar (580), mustard (580) 

Lesson 710 
The teacher may pass about among the pupils while they sit at their 
desks writing the sentences called for in this lesson. She should suggest 
corrections if any are needed, immediately obliterate misspelled words, and 
have pupils look up correct spellings in the dictionary. 

Lesson 711 

Teach: canned, can ning, fry ing, dried 
(kand) (kan'Ing) (fri'mg) (drld) 

See Suggested Lesson Plan E, page 204. 

Have canned and canning written in a sentence: W< bought <> cast <</ 
canned peaches at the canning factory. 

Assign for Independent Review: jar, juice (705), care, market, harvest, 
measure (593), quart, pint, pound, a bushel (593) of pears (299), 
had eaten a peck 

Lesson 712 

Teach: straw ber ry, straw ber ries, rasp ber ry, choc o late 
(stro'ber-I) (stro'ber-Iz) (raz'ber-I) (ch6k'6-lat) 

See § 25, Chapter IV, before teaching raspberry. 

Assign for Independent Review: madam, shopping (577), wrapped (577), 
sugar, flour, price (415), prepare (708), biscuit (356), trouble (663) 

Lesson 713 

Teach: bliz zard, chill y, blown 
(bhVrird) (chll'I) (blon) 

See § 9, § 10, Chapter IV. 

Assign for Independent Review: storm, beginning (272), to break (321), 
thermometer (707), valley (689), forest, strange (689), burst (429), 
zero weather, ragged (705), beggar (387), begged shelter 

boot, loot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

227 



Make the discussion of the question on page 30 in the spelling books an 
occasion to impress upon the pupils the importance of a rational, sensible 
use of the dictionary. "Don't go to the dictionary unless you really need to, 
but don't fail to go when you have a doubt to settle." 

Lesson 714 

Teach: scarf, sweater, gloves, brand 
(skarf) (swet'er) (ghlvz) (brand) 

See § 34, ChaptertV. 

Assign for Independent Review: mittens, new (225), pillow (525), sheets (701), 
bureau, curtain (514), blanket, slippers (461), collar (498), loose (509) 

Lesson 715 

Teach : pleas ure, smil ing, pleased 
(plezh'ur) (smiling) (plezd) 

See § 44, Chapter IV. 

Assign for Independent Review: neighbor (549), received (475), address (475), 
spend (708), remain, reply, finally (599), amount, earned, wearing 
(181) a pair (430) of new shoes (263) 

Lesson 716 

Teach: parsnip, prunes 
(pars'nrp) (proonz) 

Assign for Independent Review: squash, raisins (586), vinegar (580), sour 
(624), cereals (703), wheat, raspberries (712), strawberries, beefsteak, 
eating, canned (711), dried, weeds, plants 
See § 46, Chapter IV. 

Make this an occasion to commend pupils who have gotten some one to 
test them on their own hard words. 

Lesson 717 

Teach: breath ing, ex er cise, health y, per feet 
(brewing) (ek'ser-slz) (hel'thi) (pur'fekt) 

See § 3, Chapter IV. 

Assign for Independent Review: children (156), Christmas, chocolate (712), 
zero, froze, hailed (509), merry (626), noisy, tired (327), had taught 
them (127) to skate 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

228 



Lesson 718 

Teach: coasting, free, pure 

(kostTng) (fre) (pur) ( • 

Assign for Independent Review: skating, chilly (713), blown (713), thawing, 
blizzard (713), storm, prepared, alive and happy, enjoy (620), jolly 
(343), party 

Lesson 719 

Teach: scam pered, skipped, screamed, stepped, a loud, glass 
(skam'perd) (sklpt) (skremd) (stept) («-loud') (glas) 

Have aloud pronounced and written in several sentence-. 

Assign for Independent Review: throat (522), hoarse, sneezed (522), cloak 
(532), wraps, pond, collar, skates, sleigh (344), laughed aloud, smooth" 



Lesson 720 

Teach: scat tered, scraped 
(skat'erd) (skrapt) 

See Suggested Lesson Plan E, page 204. 
See § 30, § 31, § 32, Chapter IV. 

Assign for Independent Review: scarf, sweater, gloves, having (180), their 
(318), pleasure, skated, skating, slippery (508) 
This lesson marks the completion of another half year's work. If by 
reason of a long school year you should have some time left before the close 
of the semester, it may well be given to a comprehensive review of the more 
difficult words studied during the year. Special attention should be given to 
words in the spelling pockets of pupils and to the teacher's list of "spelling 
demons". (See § 42, § 43, Chapter IV.) 

Lesson 721 

Hold an informal conference with the class, in which each pupil is encour- 
aged to tell freely of his personal experiences in some form of outdoor sport. 
Endeavor to arouse in each a sense of satisfaction in the prospect of writing 
an interesting story or relating an interesting incident concerning this sport. 
Pupils should be encouraged to refer freely, if necessary, to their spelling books 
or to the dictionary, for the spelling of words or for other assistance in writing 
their stories in the best possible form. Commend pupils heartily for all 
noticeable improvement, and for all serious efforts to be letter perfect in spelling 
and in the proper division of words at the end of the line in writing. 

lioot, foot: found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zfa = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

16 229 



Read pages 25 to t7 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 

Lesson 722 

Teach: f el lows, folks, persons 
(fel'oz) (fokz) (pur'siinz) 

Take the class back to page 2 in their spelling books for a consideration 
of what constitutes a good plan for study and review of words. 

See Suggested Lesson Plan E, page 204. 

Give special drill, if necessary, to correct colloquial mispronunciation of 
fellows. 

Assign for Independent Review: pleasant, strong, stout, came, women, woman 
(533), people, merry, voices (370) 

Lesson 723 

Teach: great est, kind est 
(gra'test) (kindest) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: breathing, exercise (717), coasting, win- 
ter (217), healthy, perfect (717), smiling, truly (438), pleased 

Lesson 724 

Teach: sher bet, stain, bakery 
(shur'bgt) (stan) (bak'er-i) 

See Suggested Lesson Plan E, page 204. 

Give special drill on correct pronunciation of sherbet and bakery. 

Assign for Independent Review: chocolate (712), raspberry (712), strawberry, 
spend (708), nickel, cheese (588), sugar (579), flour (579) 

Lesson 725 

Teach: smile, smiled 
(smil) (smild) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: skipped (719), stepped, walked, free, pure, 
air (430), scamper, screamed (719), enjoyed (620) 
One good answer to the question on page 34 in the spelling books is this: 
It is always a mistake to do less than one's best. Many other good answers 
should come from the class. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

230 



Lesson 726 

Teach: keD nel, muz zle 
(kgn'el) (mtiz'l) 

See Suggested Lesson Plan E, page 204. [See § 23, § 24, Chapter IV. 

(On the assumption that the teacher has by this time become thoroughly 
familiar with Suggested Lesson Plan E, less frequent reference will be made to 
it hereafter.) 

Assign for Indepenaent Review: prairie (669), cereals, dried, products, 
chief (667), raised, beefsteak (703), butcher (590), vegetables (5701 
ate (235) a piece (141) of mince (586) pie (141) 

Lesson 727 

Teach: changing, choice, vase 
(chanj'Ing) (chois) (vas) 

See § 18, § 19, § 20, § 21, Chapter IV. 

Assign for Independent Review: weather, glass, don't (395), tear (409), 
clothes, lucky, guess (432), madam (693), person (722), polite 

Lesson 728 

Teach: whi* tied, whis tling 
(hwis'ld) (hwls'llng) 

Give special drill on correct pronunciation of these words. 

Assign for Independent Review: chilly (713), freezing, blown, scattered (720), 
scraped, prepared, clothing (389), January (449), February (449) 

Lesson 729 
Teach : hear ing, proof 
(her'Ing) (proof) 

Assign for Independent Review: bureau (701), stained, had chosen (524), 
cough, hoarse (522), sore (528), knew, which (223), cried (330) aloud 
(719) 

Lesson 730 

Teach: vis it ing, vis i tor 
(vlz'It-mg) (vlz'I-ter) 

See Suggested Lesson Plan E, page 204. 
See § 22, Chapter IV. 

boot, fdot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See -pronunciation key in Appendix. 

231 



Assign for Independent Review: family (479), folks (722), company, neighbor 
(549), pleasure, greatest, kindest, fellow (722), speaks, knocked at 
the door (159) 

Lesson 731 

Teach: although, altogether 
(61'J/io) (61"td6-gS£/i'er) 

See § 49, Chapter IV. 
Assign for Independent Review: grocery, bakery (724), shop, sherbet (724), 
prunes, lemonade (621), sign (576), lock, bolt 

Lesson 732 

Teach : licked, bone, bur ied 
Uflrt) (bon) (bgr'Id) 

See § 22, Chapter IV. 

Assign for Independent Review: alley (619), kennel (726), muzzle (726), 
harness, hitched (498), cart, pony (495), drove, haul (599) 

Lesson 733 

Teach: screw, sawed, rat tie, bore, hole 
(skroo) (sod) (rati) (bor) (hoi) 

See § 11, § 12, Chapter IV, before teaching bore. 

Assign for Independent Review: loose, board (388), chain (274), skipping, 
stepped, rusty, nail (103) 

Lesson 734 

Teach: known, a greed 
(non) (d-gred') 

Be sure that pupils pronounce words correctly before attempting to spell 
them. 

Assign for Independent Review: breathe (507), exercise, changing, choice 
(727), healthy, perfect, dreamed (452), coasting, screamed, mean, 
forget (215) 

Lesson 735 

Teach : per haps, ca na ry , tame 
(per-hiips) (kd-na'rl) (tarn) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novll, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

232 



Assign for Independent Review: whistling (728), hearing, thought (341), 
brought (341), believed (374), eleven (352) o'clock (363), almost 
(115) every (132) day 



Lesson 736 

Teach: prac tice, failed 
(prftk'tls) (fald) 

Assign for Independent Review: proof, speak (544), truth, tumbled, struck, 
bruised (567), medicine, bottles (526), bitter (327), sickness. 



Lesson 737 

Teach: nick name, neck lace, niece, neph ew 
(rdk'nam") (neVlas) (nes) (ngf'u) 

Have words niece and nephew written in a sentence: The old gentleman 
visited his niece and his nephew. 

Assign for Independent Review: forgetting (423), visitors (730), although 
(731), altogether (731), losing (501), smiled, whether (488) or not 
too easy (251) 



Lesson 738 

Teach: smoth ered, squeezed 
(smttf/i'erd) (skwezd) 

See § 46, Chapter IV. 

Assign for Independent Review: buried (732), passenger (480), coaches (477), 
conductor (480), station, train (274), cinders (697), escaped (481), 
trunk, freight (592), depot (592) 



Lesson 739 

Teach: knit, weave, i roned, i ron ing 
(nit) (wev) (I'urnd) (I'lirn-Ing) 

See § 25, Chapter IV. 

Assign for Independent Review: needle, thread, buttons (275) torn (285) off 
(347), tear (409), apron (357), shirt, waist (606), sewed, patch (273), 
hope to be able (480) to fix 

i>dot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

233 



Lesson 740 

Teach : whom, ought, our selves 
(hdom) (6t) (our-selvz') 

See Suggested Lesson Plan E, page 204. 
See § 31, § 32, Chapter IV. 

Assign for Independent Review: known (734), agreed, quarrel (552), fetch 
(621), bone, licked, themselves, neighbors, visiting 

Lesson 741 
Give this period over to a conference on how each pupil may improve 
his method of studying and reviewing words. Have several pupils in turn 
show just how to take all the steps given on page 2, in studying a hard word. 
Then have several other pupils in turn tell how they have reviewed and 
finally mastered the words which have been hardest for them. See § 32, § 40, 
§ 42, Chapter IV. 

Lesson 742 

Teach : el bow, sleeve, shoul der 
(eTb5) (slev) (shol'der) 

See § 29, Chapter IV. 

Assign for Independent Review: changing, perhaps, tumbled (501), exercise 
(717), practice (736), collar, struck (501), failed, forgot (215) 

Lesson 743 

Teach: wool, woolen 
(wool) (wool'en) 

The word woolen is a troublesome one. Have this sentence written: 
/ bought an all wool coat; Woolen suits are warm. 

Assign for Independent Review: sawed, screwed, rattled, scattered, canary, 
whistled (728), loose nail (103), hole bored (733) through 

Lesson 744 

Teach: sash, pearls 
(sash) (ptirlz) 

See § 44, Chapter IV. 

Assign for Independent Review: aunt (220), nephew (737), niece (737), 
nickname, necklace, presents (342), pretty (306), colors (306), weave 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

234 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 745 

Teach: knitting, swept 
(nlt'Ing) (swept) 

(live special drill on correct pronunciation of swept. 

Assign for Independent Review: choice, cereals, ironed (739), ironing (739), 
stalks, sprouted, squeezed, through, prepared (708), smothered (738) 

Lesson 746 

Teach: pat tern, planned, praise, de serve 
(p&t'ern) (pl&nd) (praz) (de-zurv') 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: lanterns (611), lighted (611), purple, flowers 
(240), soldier (382), heroes (556), below on the lawn, more than 
(218) enough (366) 

Lesson 747 

Teach : scis sors, thim ble, stitch 
(slz'erz) (thlm'bl) (stlch) 

The word scissors is a very troublesome one. Encourage pupils to try 
to visualize this word in attempting to learn it. Give them plenty of practice 
in writing it. See § 44, Chapter IV. 

Assign for Independent Review: cotton, spool, needle (605), thread (605), 
banner, (562), woolen (743), ought to be (94) perfect, don't lose (400) 
pieces 

Lesson 748 

Teach: porch, rail ing, stool 
(porch) (ral'mg) (stool) 

Assign for Independent Review: elbow (742), shoulder (742), sleeves, madam, 
visitor, neighbor (549), helped, maybe (377), neither, spread (626) 
out in the shade 
Check up to see whether all members of the class have reread page 2 in 

their books. 

I'dot, foot; found; boil; function: chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure : kh = eh as in loch. See pronunciation key in Appendix. 

235 



Lesson 749 
Teach: shape, fit ted, using 
(shap) (flt'gd) (uz'mg) 

Assign for Independent Review: beautiful (422) colors, stars and stripes, busy 
folks, red, white (199) and blue (231) 



Lesson 750 

Provide whatever reading references the pupils may need, to inform 
themselves fully concerning the origin of the American flag. Let it be under- 
stood that this is to be a piece of "dress parade" composition — the very best 
work they are capable of doing, especially with reference to spelling, capitali- 
zation, punctuation, and the proper division of words at the end of the line. 
Promise in advance that the best paper will be read to the class, if all words 
used in it are spelled correctly. 

Lesson 751 

Teach: weigh, weights, bale, sol id, tip, tap, ton 
(wa) (wats) (bal) (sSl'Id) (trp) (tap) (tun) 

See Suggested Lesson Plan E, page 204. 

Have weigh and weights pronounced and written in sentences : / weigh 
eighty pounds; We use weights to balance the scale. 

Assign for Independent Review: size (597), bureau, pearl, beauty (418), over 
there, for their sake 

Lesson 752 

Teach: shaped, twisted, strung 
(shapt) (twist'Sd) (strung) 

Assign for Independent Review: deserved, although, ourselves, screw, licked, 
bone, stung, alley (619)/ street (408) 

Lesson 753 

Teach: deny 
(de-nf) 

Assign for Independent Review: deny their right (185) to come (126) here 
(193), buried, failed, too well known (734), pattern, praised, fanned, 
planned (746), against which one 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

236 ( 



If a pupil who is a good speller is assigned the problem of bringing another 
pupil who is a poor speller up to standard, and is properly encouraged in his efforts 
and commended for his achievement, much gdod will result to both, hi the process 
of teaching, the former will improve his methods of study, and in this intimate 
student companionship in study, the latter will gain much from emulating the 
achievements of a fellow student. 



Lesson 754 

Teach : de liv er, grant 
(de-llv'er) (grant) 

See § 34, Chapter IV. 

Assign for Independent Review: knitting (745), practiced, whistled (728), 
uncle (220), nephew, niece, thimble, needle, stitches (747), using 
their scissors (747), know whom to blame 
Inspect lists in pupils' spelling pockets. Commend pupils who system- 
atically review their own hard words. 

Lesson 755 

Teach: mar ry, mar ried, cou pie, wife 
(marl) (mar'Id) (kup'l) (wif) 

See § 39, § 40, § 41, Chapter IV. 

Assign for Independent Review: ladies (533), woman (533), hammock (591 , 
railing, poreh, swept '745"), chair (430), stool 

Lesson 756 

Teach: single, several, fifth 
(sln'gl) (sev'er-alj (fifth) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: double (395), until (411), to-night (411), 
inches, farther, perhaps, class (267), eight, weeks (304) 

Lesson 757 

Teach: pledge, return 
(plSj) (re-turu') 

Assign for Independent Review: shaped, fitted, there, were (205), great, high 
(315), among (244) whom, some (125) who (150) ought 
Conduct a short drill on the use of the dictionary to find pronunciations 
See Exercise V in the Appendix to this Manual. 

hoot, fd"6t; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

237 



Never be impatient of a pupil's requests for help in the spelling of words which 
he needs at the time in his writing. Commend him for such, requests. In most 
instances they indicate a developing "spelling conscience" 



Lesson 758 
Teach: mus cles, stom ach, tongue 
(mus'lz) (stum'uk) (tung) 

All of these words are troublesome words. Call particular attention to 
the difficult parts as indicated above. Give special attention to correct pro- 
nunciation of stomach. 

Assign for Independent Review: weigh (751), weights (751), shoulder, careful 
(496), blood, elbow, ankle (392) 

Lesson 759 

Teach: Chinese, foreign 
(chi-neV) (for'm) 

In the oral spelling of Chinese have pupils say: capital C-h-i — n-es-i . 

Assign for Independent Review: shaped, strung, twisted, burst (429), bale, 
solid, few, tons, woolen, cotton (591), color, ribbon (275) 

Lesson 760 

Teach: man u fad ture, man u fac tur ing 
(m3,n"u-fSk'tur) (man"u-fak'tur-mg) 

See Suggested Lesson Plan E, page 204. 
See § 16, § 17, Chapter IV. 

Assign for Independent Review: products, already, delivered, business (41-4), 
difference (435), separate (416), wouldn't (381), couldn't (381), 
shouldn't (381) 

Lesson 761 

Teach: gen tie man, gen tie men 
(jen'tl-man) (jgn'tl-men) 

Insist on distinct enunciation of the vowel in the last syllable of each of 
these words. 

Assign for Independent Review: brave soldier (382), well done (165), forgive, 
forgave, too (365) busy (168), don't (395) deny, at any (239) time, 
fair (430) and square 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c&mpare; unit, unite, burn, cut, focus, menu* 

238 



Lesson 762 

Teach: queen, crown 
(kwen) (kroun) 

Assign for Independent Review: given (512), grant, young (573), couple (755), 
wife, rule (286), single (756), married, once (211), again (203) drawing 
near, until (411) then (213) 

Lesson 763 

Teach: explain, wherever 
(eks-plan') (hwar-eVer) 

Insist on distinct enunciation of the wh in wherever. 

Assign for Independent Review: marry, pledge, hear, heard (309), using, 
giving, kissed good-by (386), wicked tongue (758) 

Lesson 764 

Teach: bouquet, gather, fade 
(bdo-ka') (g&th'er) (fad) 

See § 30, § 31, § 32, Chapter IV. 

Assign for Independent Review: planned, deserved, returned, fifth (756), 
fourth, first, vase, care, give (128) 

Lesson 765 

Teach: freck les, sev en tv 
(freVlz) (seVn-ti) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: muscles (758), stomach (758), knuckles (567), 
several (756), seconds (540), minutes (402), fourteen (352), thirteen 
(468), country (234), foreign (759) 

Lesson 766 

Assign for Independent Review: dry goods, hardware, gentleman (761), 

gentlemen (761), store, weigh, weights, wool, themselves (551;, 

handkerchief (591), manufacture, manufacturing 

Check on list of three words prepared by pupils as suggested on page 45 

in their spelling books. (It is probable that wicked, gather and stomach are 

the most conspicuous examples.) 

Conduct a short drill on the use of the dictionary to find the correct 
pronunciation of a selected list of words. See Exercise V in Appendix to 
this Manual. 

boot foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

239 



Lesson 767 

Teach: trolley, mo tor, gasoline, electric 
(trSl'I) (mo'ter) (gas'6-len) (e-lek'trfk) 

See § 22, Chapter IV. Ask pupils to try to discover some association to 
fix the spelling of gasoline. 

Assign for Independent Review: useful, perfect (717), automobile (412), 
garage (606), engine (401), coal, a five-cent (268) fare (477), for (268) 
a little while (411) 

Lesson 768 

Teach: roared, rough 
(rord) (ruf) 

See § 23, Chapter IV. 

Assign for Independent Review: city (232), street (408), postal (476), card, 
doesn't, dare, bare, feet (197), laughed, aloud, explain, forgive 

Lesson 769 

Teach: pasteboard, tissue paper, glue 
(past'bord") (tlsh'u) (pa/per) (gldo) 

Notice that pasteboard is not a compound word but two words, paste 
and board, written as one, pasteboard. Tissue paper is not a compound word, 
nor a single word; it is two words. 

Assign for Independent Review: paste, mix, scissors, bureau, woolens (743), 
queen, wore, crown 

Lesson 770 

After pupils have written the sentences referred to on page 46 in the 
spelling books, the teacher should write on the blackboard a composite list of 
words thus used. That list may and probably will include a total of at least 
twenty words. All who have used the first one written on the board should 
make a show of hands. Teacher enters number opposite the word, and so on 
through the list. The ten which have in this way been voted the hardest 
should be made the subject of careful restudy. They may well be entered 
in the list in the individual spelling pockets for further review. 

The abbreviations given on page 62 constitute a reference list. Pupils 
should be encouraged to master them one at a time as they have occasion 
to use them. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c5mpare; unit, unite, burn, cut, focus, menii; 

240 



Lesson 771 

Teach: sad, worse 
(s&d) (wurs) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: bouquet (764), gathered (764), faded, surely 
(296), lying (554), tongue, deny, kept (296), laid (298) 

Lesson 772 

Teach: stirred, sud den 

(sturd) (siid'n) 

See § 34, Chapter IV. 

Assign for Independent Review: single, although (731), letter (343), written 
(343), returned, delivered, several (756), seventy, wherever (763' you 
choose (582), coming (107) to meet (520) 

Lesson 773 
Assign for Independent Review: vegetables (570), lettuce (572), melons, 
celery (574), wheat (703), cereal, grain (583), heart (377), mus 
freckles (765), third (281), fourth (445), fifth 

Lesson 774 

Teach: axle, machine, steam 
(ak'sl) (md-shen') (stem) 

See § 32, § 42, Chapter IV. 

Assign for Independent Review: wheel, engine, motor (767), gasoline (767), 
trolley (767), electric, coupled (755), Chinese (759), foreign 

Lesson 775 

Teach: wor ried, sau cy, an gry, pit y 

(wur'Id) (so'sl) (an'grl) (plt'I) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: frightened, merry (626), children, these -jl^ . 
sad, real, wading, bathing, careful, using her broom, trying to grade 
(568) 

Lesson 776 

Teach: flood, span, swol len, foolish 
(flud) (spin) (swol'n) (foolish) 

See § 44, Chapter IV. 

I'oot , foot; found; boil; function: chase; good; joy; then, thick; hw=whas in 
when ; zh = z as in azure; kh = ch as in loch. See 'pronunciation key in Appendix. 

241 



Assign tot Independent Review: river, bridge (61S), emptied (626), roared, 
rough (768), awful (453),' worse, scolded (332), obeyed (561) their 
(318) parents 

Lesson 777 

Teach: petted, bouncing, steer, bathe, swim 
(pgt'ed) (bouns'mg) (ster) (bath) (swim) 

Have steer and bathe written in sentences: / can steer the boat; We should 
bathe every day. 

Assign for Independent Review: afraid (294), build (254), built (254), planned 
(746), dangerous (458), drowned (618), soaked (461), daughter (615), 
brook, float (454) 
Give a few minutes to a speed contest in finding six selected words in 
the dictionary. See Exercise III in the Appendix to this Manual. 

Lesson 778 

Teach: bare foot ed, stream 
(bar'foof'ed) (strem) 

See § 45, Chapter IV. 
Assign for Independent Review: swollen (776) stream, bare legs 

After the stories have been written and corrected by the teacher, have 
the class choose from among those that are letter perfect in spelling, the one 
which presents the best general appearance as a piece of written work. See 
§ 47, § 48, Chapter IV. 

Lesson 779 

Teach: re volv er, pow der 
(re-v61'ver) (pou'der) 

Assign for Independent Review: sudden (772), stirred (772), killed (556), 
soldier (382), war (382), peace (502), wound (564), bled, scratch (563) 

Lesson 780 

Teach: case, pock et book, seal 
(kas) (p6k'et-bo6k") (sel) 

See Suggested Lesson Plan E, page 204. 
See § 44, Chapter IV. 

Assign for Independent Review: crown, bouquet, gathered (764), gentleman 
(761), pasteboard (769), tissue paper, glue, need (242), make 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

242 



Lesson 781 

Teach: ran non, cop per 
kan'un) (kop'er) 

Have cannon written in a sentence: There is a cannon on the court house 

grounds. 

Assign for Independent Review: steam, blistered (459), burned (253), 
manufacture, manufacturing, anything (365), silver (282), weights 
(751), weigh (751) 

Lesson 782 

Teach: puncture, pedal 
(piink'tur) (pgd'al) 

Have these words written in sentences: Keep your foot on the pedal; 
Br w ry careful not to puncture the tire. 

Assign for Independent Review: tires, rubber (612), oiled, machine (774), 

bicycle (612), trolley, electric, wheel, axle (774), motor 

Ask the members of the class to repeat from memory the directions 

printed on their spelling pockets. Endeavor to develop a genuine appreciation 

of the value of this pocket, when wisely used, as a means to spelling efficiency. 

Lesson 783 
Assign for Independent Review: stream (778), source (690j, rained (274), 
hailed, flood, swollen, worried (775), swim, steered (777), bounced, 
water (291), wider, poured (613) 

Lesson 784 

Teach: denied, least 
(de-nid') (lest) 

See § 46, Chapter IV. 

Assign for Independent Review: fault, angry, foolish, careless (496), answer 
(290), saucy (775), tongue (758), wicked (693), grown, worse 

Lesson 785 
Teach: tow el, sponge, wiped 
(tou'el) (spiinj) (wipt) 

Give special drill on correct pronunciation of towel. 

Assign for Independent Review: dried, tasted, medicine, nasty, dose (524), 
washed, bathed (777), petted, nursed 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

243 



Testing spelling is not teaching spelling. Testing may reveal the need for 
study or for instruction, but it is no substitute for either study or instruction. 



Lesson 786 

Teach: bat tie, blood y, fort 
(bat'l) (blud'I) (fort) 

See | 49, Chapter IV. 

Assign for Independent Review: revolver, powder, army, cannon (781), 
copper (781), hero, scars, dead, grave, ready (115) to shoot, offered 
war or peace (502) 



Lesson 787 

Teach: clouds, heavens 
(kloudz) (hev'nz) 

Do not mispronounce the word heavens in order to make its spelling 
easier. 

Assign for Independent Review: showers, during (364), night (185), sky, 
already (244), clear (424), whole (521), world (407), awake 



Lesson 788 

Teach: thief, steal, swear, strike, strip 
(thef) (stel) (swar) (strik) (strip) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: stripped, prison (561), prisoner (561), jail 
(561), key, case, seal 



Lesson 789 

Teach: mea sles, chick en pox, hos pi tal 
(me'zlz) (chuVen p6ks) (hSs'pi-tal) 

The word measles is a very troublesome one. Give it considerable 
attention. In the teaching period, place a great deal of emphasis upon the 
correct visualization of this word. See § 23, § 24, Chapter IV. 

Assign for Independent Review: February (499), greatest, least, barefooted, 
pocket book, post office (438), medicine (526), stomach, muscles (758) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

244 



Lesson 790 

Have pupils prepare lists as indicated on page 52 in the spelling book. From 
these words, select the hardest up to a total of not more than twenty different 
words. Pronounce these words in sentences, for example: The child was kept 
at home because he had measles; measles. Have pupils write in columns the 
full list of words thus pronounced. (See § 37, Chapter IV.) Have each 
pupil check his own paper. Commend very heartily all who make perfect 
scores. 

Lesson 791 

Teach: dv ing, faint 
(dl'Ing) (fant) 

See Suggested Lesson Plan E, page 204. 

Assign for Independent Review: lying, weak (528), fault (523), denied, fever 
(528), cough (522), doctor (233), nurse (525) 

Lesson 792 

Teach: mow er, mowed 
fmo'er) (mod) 

Assign for Independent Review: motor (767). pedal (782), coal, steam, towel 
785), sponge (785), gasoline, machine, tire, puncture (782) 

Lesson 793 
Teach: punched, coop, perch 
(piincht) (kdop) (purch) 

Have coop and p<rch written in the, sentence: The chicken sat on a perch 
in tin coop. 

Assign for Independent Review: pinched, hurried (553), fought (552), wire, 
cage, battle, bloody, swollen (776), wiped (785) 

Lesson 794 

Teach: har bor, launch, an chored, stretched 
(har'ber) (lanch) (ah'kerd) (strecht) 

See § 39, § 40, § 41, Chapter IV. 

Assign for Independent Review: houses (94), among, himself (546), herself, 
robin, flew (340) 

Conduct a short speed drill on finding in the dictionary the meanings of 
a selected list of five words. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure ; kh = eh as in loch. See pronunciation key in Appendix. 

17 245 



Lesson 795 
Teach: lil v, lil ies, li lac, pe o ny 
(lfl'I) (Hl'Iz) (H-lak) (pe'6-nl) 

See § 22, Chapter IV. 

Assign for Independent Review: bouquet (764), gathered (764), bushes, 
stripped, pansies (609), violets (609), clouds, heavens 

Lesson 796 
Teach: po lice, ac cused, pun ish, set tied 
(p6-les') (a-kuzd') (pun'Ish) (seVld) 

See § 44, Chapter IV. 

Assign for Independent Review: thief (78S), robbed (552), guilty (551), 
revolver, battle, cannon (7S1), strike, swear, steal (788) 

Lesson 797 

Teach: rub bish, heap, scrap, waste 
(rub 'Ish) (hep) (skrap) (wast) 

Have waste written in sentence: Never waste good food. See § 11, § 12, 
Chapter IV. 

Assign for Independent Review: mower, mowed, doing (192), putting (511)., 
copper (781), punch 



Lesson 798 

Teach: shaving, whiskers, shaved 
(shav'mg) (hwls'kerz) (shavd) 

Insist on distinct enunciation of the wh in whiskers. 

Assign for Independent Review: measles (789), hospital (789), dying, faint, 
beard, muscles, stomach (758), a piece (141) of bread (322), a slice 
(581) of toast 



Lesson 799 

Teach: to bac co, cig a rette, pipe 
(to-bak'o) (slg"d-ret') (pip) 

Assign for Independent Review: smoke, blind, denied, fault (784), worse, 
says (323), shall (380), pain (274), walked 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

246 



Lesson 800 

Teach: sail or 
(sal'er) 

See Suggested Lesson Plan E, page 204. 

Have sailor written in the sentence: Columbus was a fearless sailor. 

Assign for Independent Review: water, lily, anchor (794), violet, peony (795), 
harbor, stream (778), melon (574), picked 

Lesson 801 

Teach: report, newspaper, print 
(re-porf) (nuz'pa"per) (print) 

See § 40, Chapter IV. 
Assign for Independent Review: right (185), until (411), upon (424), promoted, 
Saturday (304), Wednesday (302), erase, when (154), which (223) 

Lesson 802 

Teach: tapped, snapped 
(tapt) (snapt) 

See § 9, § 10, Chapter IV. 
Assign for Independent Review: roared, rough, motor, engine (401), carrying, 
drowned, waves, sails 

Conduct a short drill on the use of the dictionary to determine capitali- 
zation. See Exercise VII in the Appendix to this Manual. 

Lesson 803 

Teach: steam or, might y 
(stem'er) (mlt'I) 

Assign for Independent Review: launched, ocean (454), foreign (759), lands 
(547), pointing, stretched, bottom (454), east 

Lesson 804 

Teach: mate, master, son 
(mat) (mas'ter) (sun) 

Have son written in a sentence: His son is fin years old. See § 11, § 12. 

Chapter IV. 

Assign for Independent Review: ship, sails (103), first, sailor (800), harbor, 
anchor, sea (376), rope (376), pile 

loot, foot; found; boil; function; chase: good: joy; Men, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 



Lesson 805 

Teach: drifted, giant 
(drifted) (ji'ant) 

Assign for Independent Review: clouds, gathered (764), heavens, waves, 
* cabin, pipe, whiskers (798), tobacco (799), smoking 

Lesson 806 

Encourage pupils to consult the spelling book or the dictionary when in 
doubt about the spelling of any words which they need to use in writing. 
\Mien the stories have been completed and corrected, all that are letter 
perfect in spelling should be passed around in class for inspection and com- 
mendation. Pupils should be led to commend one another for good work and 
to volunteer to assist those who need special drill and testing on their hard 
words. 

Lesson 807 

Teach: rise, rising, sink, sunk 
(riz) ijlz'mg) (sink) (sunk) 

Assign for Independent Review: rubbish, newspaper, waste (797), punish, 
police, report, thief (788), steal (788), stole 

Lesson 808 

Teaeh: snap, shove, stack 
(snap) (shuv) (stak) 

Have shove used in sentence: We will shove the rowboat off the beach. 

Assign for Independent Review: off, made (187), bouquet, steamer, anchor 
(794', perch (793), strike, scrap, heap 

Lesson 809 

Teach: fixed, fix ing, mixed, mix ing 
(flkst) fflks'Ing) (mlkst) (miks'Ing) 

Assign for Independent Review: accused '706'), settled (796), hammer (391), 
hollow (311), every, sailor (800) 

Lesson 810 

If by reason of a long school year, you should have some time left before 
the close of the semester, it may well be given to a comprehensive review of 
all the hard words on pages 59, 60 and 61, and to the abbreviations on page 62 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

248 



in the spelling books. The class may be organized into competing teams or 
sections, with written tests each day on a given column or columns of words. 
All words misspelled in any of these tests should be placed on a special list 
for a final contest between teams, the aim being to make this final contest 
one in which "both sides win" by making a perfect score. 



Review List 



accept (676) . 
aches (327) 
address (475) 
afraid (294) 
again (203) 
agreed 

allowed (334) 
all right (673) 
almost (115) 
already (244) 
although (731) 
always (193) 
among (244) 
animals (439) 
answering (290) 
August (449) 
author (640) 
automobile (412) 
autumn (632) 
awful (453) 
bathe (779) 
battle (7S6) 
because (210) 
beefsteak (703) 
beginning (272) 
believed (374) 
biscuit (356) 
blown (713) 
board (388) 
bouquet (769) 
break (321) 
breathe (507) 
brought (341) 
build (254) 
bureau (701) 
buried (732) 
business (414) 
busy (168) 
calendar (467) 
canoe (657) 
can't (409) 
careful (496) 



caught (422) 
cause (662) 
ceiling (489) 
celebrated 
center (654) 
cereals (703) 
changing 
chief (667) 
children 
choice (727) 
choose 
chorus (639) 
chosen (584) 
church (601) 
claimed (545) 
climbed (625) 
clothes (389) 
clothing (389) 
collar (498) 
color (306) 
column (645) 
coming (107) 
copper (781) 
cotton (591) 
cough (522) 
countries (648) 
curtain (514) 
desert (681) 
destroy (664) 
determined 
didn't (395) 
direction (594) 
discovered 
doctor (233) 
does (146) 
don't (395) 
earned 
earth (407) 
either (359) 
elbow 

engine (401) 
enough (366) 



eraser (267) 
evening (519) 
excused (283) 
exercise (717) 
explanation 
extra (655) 
farther (288 1 
favorite 
February (449) 
fifth (756) 
figure (464) 
finally (599) 
folksf(722) 
foreign (759) 
forest (695) 
fortune (672) 
forty (399) 
fourteen (352) 
fourth (445 1 
freight (952) 
friend (351) 
frightened (312) 
furnace (489) 
garage (606) 
gasoline (767) 
gathered (7(>4) 
gentleman (761) 
geography (471) 
given (512) 
government ((549) 
governor (649) 
grammar (638) 
great (313) 
greatest 
guessed (432) 
hailed (509) 
hah (370) 
healthv (717) 
heard (309) 
heaven 
hoarse (522) 
hospital (789) 



instead (469) 
island (648) 
isn't (395) 
kinds (547) 
knew (337) 
knocked (56S) 
know (124) 
known (734) 
laid (298) 
level 

limbs (691) 
loose (509) 
machine (774) 
madam (693) 
manners (538) 
manufacturing 
many (54) 
maybe (379) 
meant (512) 
measles (789) 
measured (593) 
minute (402) 
motor (767) 
mountain (473) 
muscles (758) 
needle (605) 
neighbor (549) 

.277) 
niece (737) 
noticed 
nurse (525) 
ought 
our (209) 
owner (672) 
painted (373) 
peace (502) 
people (149) 
perfect (717) 
pieces (141) 
planned (746) 
pleasant (493) 
pleasure 



boot, foot; found; boil; function; chase; good; joy: then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

249 



plenty (671) 
poem (640) 
polite 
poor (670) 
prairie (669) 
prepare (708) 
president (649) 
principal (472) 
problem (471) 
product 
property, 
puncture (782) 
pupil (63S) 
purpose (636) 
quickly 
quietly (402) 
quite (463) 
quotation 
radiator (682) 
raised 
really (670) 
received (475) 
remain (476) 
respectfully (651) 
right (185) 
rough (768) 
sailor (800) 
saucy (775) 
scene (665) 
scheme (662) 



Sunday. . 
Monday . 

Tuesday . 



scissors (747) 
screw 

season (632) 
seemed (462) 
separate (416) 
several 
sewing (605) 
shelter (695) 
should (196) 
shoulder (742) 
shown (671) 
since (463) 
sincerely (651) 
single (756) 
sleeve 

soldier (382) 
some (125) 
source (690) 
speak (544) 
special (638) 
spend (708) 
stayed (478) 
steal (788) 
steam (778) 
stomach (758) 
stopped (308) 
straight (405) 
strange (689) 
stream (778) 
struck (501) 



subject (635) 
succeed (633) 
sure (289) 
surprised (551) 
sweater 
tear (409) 
their (122) 
there (318) 
themselves (551) 
they (146) 
thief (788) 
thirsty (685) 
those'(513) 
though (469) 
through (344) 
Thursday (303) 
tired 

together (499) 
tongue (758) 
touched (625) 
toward (499) 
traveled 
troubled (663) 
truly (438) 
Tuesday (301) 
umbrella (461) 
until (411) 
upon 
using 
vacation 



The Days of the Week 

. . .Sun. Wednesday. 
. . .Mon. Thursday. . 
. . . Tues. Friday 
Saturday Sat. 



valley (689) 
vegetables (570) 
view (665) 
village (667) 
visitors (730) 
waste (797) 
wearing (181) 
weather (616) 
Wednesday (302) 
weigh (751) 
weight (751) 
went (111) 
wheat (703) 
where (122) 
whether (488) 
which (223) 
whistle (728) 
whole (521) 
whose (523) 
wicked (693) 
woman (533) 
women (533) 
won't (293) 
woolen (743) 
worse (771) 
would (198) 
write (237) 
writing (287) 
wrong (62) 
wrote (476) 



.Wed. 
.Thurs. 
. Fri. 



The Months of the Year 

January Jan. May. . . .May September Sept. 

February . . . .Feb. June. . . .June October Oct. 

March Mar. July .... July November Nov. 

ApriL Apr. August . . Aug. December Dec. 

Other Common Abbreviations 

ounce, ounces oz. Mister Mr. 

and others etc. Mistress Mrs. 

pound lb. Doctor Dr. 

pounds lbs. department dept. 

Number No. General Delivery . . .Gen. Del. 

Street St. postscript P. S. 

County Co. Rural Delivery . . . . R. D. 

Company Co. 

United States of America U. S. A. 

250 



Introduction* to Sixth Year 

Introduce the members of the class to the work of the sixth 
year by making appropriate and specific reference to the sug- 
gestions printed for their guidance on page 64 in their texts. 
Review with them the directions printed on the spelling pocket on 
the inside of the last cover of the text. 

In the lower grades, the responsibility for results in spelling has 
had to be carried wholly by the teacher. Gradually, however, 
through insistence upon self-directed study, upon the review of 
words according to individual needs, upon the use of the spelling 
pocket, and through the development of the spelling conscience, 
the responsibility has been shifted to the pupils. During the 
sixth year, this responsibility for results should be increasingly 
assumed by pupils, so that in the seventh year and above it may, 
for the most part, be carried by them. 

Reread letter on page xii. 



Suggested Lesson Plan F 
(For Sixth Year) 

Step I. Test: 

Teacher dictates, in phrases or sentences or in a 
paragraph, the words of the preceding lesson,* and 

any words from the lesson second preceding, which 
have been misspelled by several pupils in the test of 
the preceding day. Phrases or sentences should be 
so formed as to indicate, when possible, the meaning 
of the word. Example: The guest received a hearty 
welcome. 

Step II. Check Errors: 

Each pupil checks his own paper to discover 
possible errors. The words of the test may be spelled 
orally to the class by the teacher or by some pupil 
whose paper is letterperfect. Each word should be 
pronounced distinctly and spelled slowly with a slight 
pause between syllables. Each misspelled word should 
immediately be obliterated by the pupil and written 
correctly above the error or on the margin of his 
paper. (See Testing Spelling and Checking Errors, 
page 205.) 

For purposes of review, the teacher should then 
ascertain what words have been misspelled and ask 
for a show of hands to indicate the number of pupils 
who have misspelled each. 

Step III. Treat Errors: 

Assign to the pupils concerned, for independent 
individual study, any word misspelled by only one or 

* See suggestion given in the next to the last paragraph in Step V. 

252 



two pupils. Each pupil should add to the list which 
he keeps in his spelling pocket, any word he has mis- 
spelled in the test. 

Reteach any word which has been misspelled 
by a number of pupils in the test. Any or all of the 
steps indicated in (1) to (8) below may be taken, if 
necessary, in reteaching a word. Emphasis should 
vary according to the degree of its difficulty for these 
pupils, as indicated by the test. 

Step IV. Teach Separately Each New Word in the Lessox: 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impression 
of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of the 
word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, 
but never by calling attention to any wrong way of 
spelling it. 

(5) Teacher indicates syllabication of word 
pronouncing each syllable and at the same time trac- 

* For the convenience of the teacher the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

•f Concert work is usually neither valuable nor safe unless it is preceded or followed by- 
individual work. 



ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 
s-u — p-e-r — i-n — t-e-n-d — e-n-t (pausing briefly at the 
end of each syllable without pronouncing the syllable) . 
In this step the teacher should pronounce the word 
before and after each spelling. 

(6) Several pupils in turn are called upon to spell 
the word orally by syllables, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

(8) Each pupil writes the word, quietly pronounc- 
ing each letter as he. writes it, and then compares the 
word as he has written it with the word as it is spelled 
on the blackboard or in the book. 

Step V. Make Assignment for Independent Study: 

Assign for independent review the review words 
which occur in the lesson. Call attention to any 
particular syllable or letter which may be especially 
difficult. Occasionally call attention to the impor- 
tance of each pupil's reviewing the words in his spelling- 
pocket. 

In their individual study, pupils should be encour- 
aged to visualize each word, that is, "to close their 
eyes and try to see the letters in their places," then to 
look at the word in the book or on the blackboard, and 
again to close their eyes and try to picture it; and 
finally to write it and then compare its spelling with 
the word in the book or on the blackboard. 

As part of their independent study, pupils may 

profitably be required to prepare and hand in to the 

teacher at some time during the day, or previous to 

the following lesson, sentences in which the words of 

254 



this lesson are used. The best of these sentences may 
be used by the teacher in the test given (Step I) in 
the next lesson period. 

Encourage pupils to form small study groups to 
assist one another in improving individual methods of 
study, to test one another on words listed in spelling 
pockets, to examine critically written work to be 
handed in, and to assist one another in all possible 
ways in order to make perfect scores in spelling tests 
and in all written work. 



Lesson 811 

Read Introduction to Sixth Year, page 251. 

See also § 1, Chapter IV. 

Spend the entire period in discussing with the pupils the suggestion? 
printed on page 64 in their spelling books. If you can secure their interest 
and cooperation in putting these suggestions into action, you may transfer 
much of the responsibility for spelling results from your own shoulders to 
those of the pupils. 

Lesson 812 
Teach: absence, anxious 
(ab'sens) (ank'shus) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: cause (662), fault (523), chief (667), first, 
changing, special (637), forget (215), forgot (215), earlier (655 . 
explain, started (97), reached (100) 

Lesson 813 

Teach: ex cur sion, hike, out doors 
(Sks-kur'shun) (hik) (out'dorz") 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: planned (746), succeeded (633), pleasure, 
view (665), folks (722), some (125), autumn (632), season (632), 
mountain (473) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 
boot, toot; found; boil; function; chase; good; joy; then, thick; hw=whasin 
when; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

255 



Read pages 27 to 29 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 814 

Teach: jour ney, trav el er, trav el ing, suit case, checked 
(jur'nl) (tr&v'el-er) (tr&v'el-mg) (siit'kas) (chekt) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: village (667), countries (648), foreign, visit 
(151), trunk, heavy (347), baggage (642), steamer 

Lesson 815 

Teach: lieu ten ant, colo nel, cap tain, gen er al 
(lu-ten'ant) (kur'nel) (k&p'tm) (jen'er-al) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: together (499), reviewed (539), gentlemen 
(761), strange (689), company (479), prisoner (561), received (475) 
orders, have (243) to obey 

Lesson 816 

Teach : guard ing, im ag ined, at ten tion 
(gard'ing) (l-m&j'Ind) (5-t6n'shun) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: anxious (812), forgetting (423), prom- 
ised (416), guessed (432), listened (283), remember, dismissed (647), 
remained, happened (309) 

Lesson 817 

Teach: sup ply, sup plies, scarce 
(su-pli') (su-pliz) (skars) 

See Suggested Lesson Plan F, page 252. 
Assign for Independent Review: cases, absence (812), failed, refused (676), 
claimed (545), finally, plenty (671), almost (115), already (244) 

Lesson 818 

Teach: mess, rank, na vy 
(mes) (rank) (na'vi) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: higher (321), highest (321), single (756), 
double (393), coming (107), through (344), army, sailor (382), soldier 



ate, 
right 



senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
:, sm; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 



256 



Lesson 819 

Teach: sim pie, liv ing, health 
(slm'pl) (living) (helth) 
See Suggested Lesson Plan F, page 252. 
Note that heal is a part of health. 
Assign for Independent Review: reason, excursion, outdoors, really (670), 
traveler, traveled (641). perfect (717). journey (814). checked 

Lesson 820 

Teach: ath lete, train ing, nee es sa ry o be di ent 

(ath'let) (tran'Ing) (nes'e-sa-rl) (o-be dl-ent) 

See Suggested Lesson Plan F, page 252. 

(On the assumption that the teacher has by this time become entirely 

familiar with Suggested Lesson Plan F, less frequent reference will be ma^eto 

it from this point on, except at the beginning of the second half of the yeai .) 

Assign for Independent Review: breathing, exercise (717), drilled, brain. 

master, mighty, muscles (758), heart (377., stomach (758) 

Lesson 821 

Teach: mil i ta ry, com mand, action, fa lute 
(mlH-ta-rl) (ko-mand') (ak'shun) (sa-lut ) 

See § 22, Chapter IV. 
Assign for Independent Review: captain (815), lieutenant (815), promoted, 
marched, traveling, farthest (346), colonel (815), general, wait, 
ing (221) 

Lesson 822 

Teach: like ly, pos si bly, hard ly 
(llk'ti) (posl-bll) (hard'h) 

See § 44, Chapter IV. 
Assign for Independent Review: extra (655), least, known, perhaps, pur- 
pose (636), attention, imagine, supply 817), scarce (817) 

Lesson 823 
Teach: searched, ev er y where, se lect ed deeded, joined, scoute 
(surcht) (ev'er-1-hwar") (se-lfikt'ed) (de-sid'Sd) (jomd) (skouts) 

See § 1, § 2, § 3, § 4, Chapter IV. 



boot, foot; found; boil; function; chase; good: joy; then thick; ^=^hasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 



Assign for Independent Review: island (648), discovered (664), guarding (816), 
settled (796), camping, shelter (695), bucket (429), kettle (362), 
coffee (362), since (463) they (146) had joined the scouts 

Lesson 824 

Teach: scorched, flames, scald, scarred 
(skorcht) (flamz) (skold) (skard) 

See | IS, § 19, § 20, § 21, Chapter TV. 

Assign for Independent Review: stooped, stirred (772), handkerchief (591), 
necessary, blankets, stockings (162), warm (195) blaze (619), using 
. sticks, were (205) always (193) careful (496) 

Lesson 825 

Teach: explored, trail, troop, bunting 
(eks-plord') (tral) (troop) (bun'tmg) 

See § 9, § 10, Chapter IV. 

Assign for Independent Review: journey (814); living, health (819), navy 
(818), army, stretched, direction (594). Our (209) flag is made (187) 
of bunting. 

Inspect the lists in the pupils' spelling pockets. Commend all who are 
keeping lists of words they have missed in the tests and who are reviewing 
them systematically and persistently. Encourage pupils. to test each other 
on these pocket lists of hard words. See § 32, § 42, § 43, Chapter IV. 

Lesson 826 
Teach: rinsed, con tains, en tered 
(rlnst) (kon-tanz') (en'terd) 

Assign for Independent Review: nearly (379) ready (115), warmed, entered ' 
the tent, along the winding shore 
The letters suggested in Lesson 826 should be critically examined by 
the teacher. All that are correct in spelling, capitalization, punctuation, the 
division of words at the end of the line, and are neat in general appearance 
should be passed around the class for general inspection and commendation. 

Lesson 827 

Teach: ex eel lent, sue cess, won der ful, sue cess ful 
(ek'se-lent) (suk-ses') (wun'der-f661) (suk-sgs'fdol) 

. See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, finite, burn, cut, focus, menu; 

258 



Assign for Independent Review: anxious, necessary (S20), determined (643), 
action, surely (296), ought, athlete, training, military 



Lesson 828 
Teach: nar row, width, mo tion, no tion 
(nar'6) (width) (mo'shiin) (no'shun) 

See § 39, § 40, § 41, Chapter IV. 

Assign for Independent Review: likely, possibly, hardly, searched (823), 
decided, stepped, enough (366), simple, indeed (636' 



Lesson 829 
Teach: gas, ker o sene, ex plode, ex plo sion 
(gas) (ker'6-sen") (gks-plod') (eks-plo'zhun) 

The word kerosene is a very troublesome one. Provide considerable 
practice in writing this word. 

Assign for Independent Review: scald, flames, fried (585), motor (767) 
radiator (6S2), steam, scorched, scarred (824), quickly 



Lesson 830 

Have pupils prepare lists of words as indicated on page 52 in their spell- 
ing books. Collect these lists. Select the hardest words up to a total of not 
more than twenty different words. Pronounce the words in sentences; for 
example, He filled the lamp with kerosene oil; kerosene. Have pupils write in 
columns the list of words thus pronounced. (See § 37, Chapter IV.) Have 
each pupil check his own paper. Commend very heartily all who make 
perfect scores. Suggest that words misspelled be placed on individual lists by 
pupils who have misspelled them. 



Lesson 831 

Teach: ar ti cles, ma te ri al, ri fie, sword 
(ar'ti-klz) (md-te'rl-al) (rl'fi) (sord) 

See Suggested Lesson Plan F, page 252. 
See § 22, Chapter IV. 

Assign for Independent Review: supplies (817), contained, lieutenant (815), 
explored, captain, colonel (815) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

259 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 832 

Teach: overalls, underwear, trousers 
(6'ver-61z") (un'der-war") (trou'zerz) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: washed, rinsed (826), suit-case, changing, 
' sweater, woolen (743). Clothes (389) are made of cloth. 

Lesson 833 

Teach: soiled, cuffs, socks, necktie 
(soild) (ktifs) (s5ks) (nek'ti") 

Assign for Independent Review: collar (498), narrow, width, fifth (756), 
piece (141), gloves, motion, notion 

Lesson 834 

Teach: com pare, reck on, solved 
(kom-par') (rek'n) (solvd) 

Assign for Independent Review: success (827), absence, entered, guard (816), 
trail, troop, select, joined, scouts 
Have a representative number of the pupils called on to read the sentences 
they have written according to directions in their textbooks. 

Lesson 835 

Teach: su per in tend ent, el e men ta ry, sec re ta ry 
(su"per-m-tSn'dent) (eTe-men'tci-ri) (seVre-ta-rl) 

The word superintendent is an exceedingly troublesome word, chiefly 
from two causes; namely, its length (see § 16, Chapter IV) and faulty pro- 
nunciation (see § 13, § 14, Chapter IV). Give special drill on correct pro- 
nunciation of secretary. 

Assign for Independent Review: principal (472), language (549), history (471), 
problem (471), geography (471), examination (539), recitation, 
studied (301), lesson (252), learned (252) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; c6ld, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

260 



Lesson 836 

Teach: in form, in for ma tion, im por tant, im por tance 
(m-form') (In"fSr-ma'shun) (Ini-por'tant) (Im-por'tans) 

Drill on distinct enunciation of the last syllable of each of the last two 
words. 

Assign for Independent Review: attention, articles (831), necessary, obedient, 
excellent (827), wonderful (827), exercise, behaved, examples 

Lesson 837 

Teach: merchant, tailor, customer 
(mur'chant) (tii'ler) (ktts'tum-er) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: shopping (577), wasted (797), material, 
cloak (532), buckles (642), fitted, trousers (832), overalls, underwear 

Lesson 838 

Teach: loafing, idle, mischief 
(lof'mg) (I'dl) (uuVchif) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: living, action, guilty, crooked (405), worse, 
afraid (294), rifle, sword (831), trouble (663), useless, danger, ashamed 

Lesson 839 

Teach : fac to ry, fire proof, la bor, un ion 
(fak'to-rf) (flr'prdof") (la'ber) (un'yun) 

See § 13, § 14, Chapter IV. 

Assign for Independent Review: kerosene (829), explosion, manufacturing, 
everywhere, scattered (720), beginning (272), tried (330) to 
build (254), which (223) would (198) be 

Lesson 840 

Teach: professor, students, apt, respect 
(prd-fgs'er) (stu'dents) (apt) (re-spSkf) 

See Suggested Lesson Plan F, page 252. 
See § 30, § 31, § 32, Chapter IV. 

Assign for Independent Review: praised, principal, elementary, period (465), 
sentence (465), several, pupils, books, classes (267), notice (664), 
absence (812), excused (283), tablet, eraser (267) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

18 261 



"Correcting" spelling papers does not correct spelling errors. Such checking 
is a waste of time and effort unless the errors are actually corrected by the pupil who 
made them. See §39, §40, §41, §42, §43, Chapter IV. 



Lesson 841 

Teach: re mark, men tion, in quire, con sent, con ver sa tion 
(r6-mark') (men'shun) (In-kwfr') (kon-senf) (k5n"ver-sa'shun) 
See § 44, Chapter IV. 

Assign for Independent Review: searched, decided, compared, successful (827), 
superintendent (835), secretary (835), informed, important (836) 
Conduct for a short period, a drill on the correct pronunciation of a few 
long words such as: manufacturing, conversation, superintendent. 

Lesson 842 
Teach: ugly, coarse 
(ug'li) (kors) 

Before teaching coarse see § 11, § 12, Chapter IV. Have this word 
written: My suit is made of very coarse cloth. 

Assign for Independent Review: plain (669), colors (306), pretty (306), 

needle (605), sewing, curtain (514), thread (605), cotton (591), 

sewed, None (259) except (463) their (318) neighbors (549) 
knew (337) them (127) well. 

Lesson 843 
Teach: eas i est, job, e qual, av er age 

(ez'I-est) (j6b) (e'kwal) (av'er-aj) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: average fellow, equal chances (278), far- 
ther (346) ahead (145), expects (599) too (365) much, loafing, 
idle (838), lazy (391), mischief (838) 

Lesson 844 
Teach: fac tor ies, ma chin er y 
(fak'to-rlz) (md-shen'er-i) 

Give special attention to correct pronunciation of machinery. 

Assign for Independent Review: articles, machines, property, factory (839), 
building (326), union, labor (839), business (414), merchant (S37), 
customer 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

262 



Lesson 845 
Teach: remainder, mucilage, continued 
(re-man 'der) (mu'sl-laj) (kon-tln'ud) 

See § 34, Chapter IV. 

Assign for Independent Review: grammar (638), forenoon (3S6), students, 
professor (8401. respect, reckon, solved, residt 

Lesson 846 

Teach: law, tax, law vcr, judge, court 
(16) (tftka) (16'yer) (juj) (kort) 

Assign for Independent Review: police, accuse (796), proof, prison (561), 
jail (561), thief (788), stole, steal (788) 

Lesson 847 

Teach: gown, veil, style, styl ish 

(goun) (val) (stil) (stilish) 

Pee §11, § 12, Chapter IV. Have veil written in the sentence: The 
woman wore a dark veil. 

Assign for Independent Review: scissors (747;, pattern, coarse (842), material, 
tailor (837), finished, clothing (389), woolen 

Lesson 848 

Teach: Bpeech, au di ence, program, group 
(spech) (6'dl-ens) (pro 'gram) (groop) 

Pee § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: success (827), remark, mention, easiest (843), 
•quietly (658), average (843), inquire (841), consent 

Lesson 849 

Teach: employer, industrious, manage 
(gm-ploi'er) (In-dus'trl-iis) (man'aj) 

Assign for In dependent Review: finally (599), anxious (812 >, hoping, discovered, 
superintendent, conversation, explanation, factories, machinery (844), 
separated (416) 

Lesson 850 

Cive the pupils five minutes in which to write a list of ten words each, 
which seem to them the hardest words in the last twenty lessons. Take up 

l>obt, foot; found; boil; function; chase; good; joy; then, thick; hw = wha* in 
when; zh = z as in azure: kh = ch as in loch. See pronunciation key in Appendix. 

263 



at random two or three of these papers. Write on the blackboard all of the 
different words contained in these lists. Add, at the suggestion of others, 
any additional words which seem to a considerable number of pupils to be 
very hard words. Reteach this list of words according to Suggested Lesson 
Plan F, page 252. See § 32, § 42, Chapter IV. 

Lesson 851 
Teach: hy gi ene, ig no rant, phys i ol o gy 
(hl'jl-en) (Ig'no-rant) (fiz"J-ol'6-jJ) 

See" § 23, § 24, Chapter IV. 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: equal (843), bother, believed (374), guilty 
(551), cheat (646), well known, must obey (561), the laws, often (209) 
had been (188) shown (671) 

Lesson 852 

Teach: lining, calico, trim mings, wool ly 
(lin'mg) (kal'I-ko) (trlm'mgz) (wobl'I) 

See § 39, § 40, § 41, Chapter IV. 

Assign for Independent Review: mucilage (855), matches, necessary (S20), 
importance (836), determined (643), suit (459), socks, necktie, 
wearing (181) an overcoat, a pair (430) of overshoes (331) 

Lesson 853 

Teach : hymn, wor ship, preach er, preached 
(him) (wur'shlp) (prech'er) (precht) 

See § 11, Chapter IV. Have hymn written in sentence: We sang a hymn 
in church. 

Assign for Independent Review: speech, group (848), agreed, audience ; 
program, continued, judge (846), lawyer, court 

Lesson 854 

Teach : hus band, wed ding 
(huz'band) (wed'mg) 

Drill on correct pronunciation of these words. 

Assign for Independent Review: wife, getting (293), married, gown, style, 
blue (231), veil (847), stylish, diamonds (615), presents (342). 
More than (218) a hundred (425) people (149) were there (122) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

264 



Lesson 855 

Teach: describe, description 
(de"-skrib') (de-skrlp'shun) 

Drill on distinct enunciation of e in the first syllable of each of these 
words. 

Assign for Independent Review: compare, information, employer, industrious, 
managed, changed, government (649), themselves tool), first floor 
(159), many friends (351) 



Lesson 856 

Teach: coward, jealous, tern per 
(kou'erd) (jel'us) (tem'per) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: ugly, idle, mischief (838), proud, quiet (402), 
person (722), coarse, shaking, scared 

Inspect lists of words in pupils' spelling pockets. Explain that the way 
to get the best results from the use of the spelling pocket is to keep adding 
and subtracting words; that is, to put on the list new and unfamiliar words 
which need further study and review, and to strike off words that have been 
mastered by restudy and review. 



Lesson 857 

Teach: catalog, magazine, advertise, illustrate, dumb, poodle 
(k&t'd-log) (mag"d-zen') (ad'ver-tlz") (l-lus'trat) (dtim) (poo'dl) 

See § 25, Chapter IV, before teaching dumb. 

Assign for Independent Review: animals, woolly, physiology, hygiene (851! 
ignorant, destroyed (664), lining, calico, making (99), sewed 



Lesson 858 

Teach: pos si ble 

(pos'!-f»l) 

Insist on distinct enunciation of the short i in the second syllable. 

Assign for Independent Review: easiest, funniest (405), longest, some- 
times (152), afternoon, Saturday (304), hardly, instead (469), made 
the motion, spent the money (276), should (196) like to know (124) 

boot, foot; found; boil: function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. Sec pronunciation key in Appendix. 

265 



The actual correction of an error in spelling, whether oral or written, can be 
made only by the person who misspelled the word in question. Pupils must early 
be made conscious of the fact that a single misspelling may be the beginning of a bad 
spelling habit and that each must correct his own habits of faulty spelling. 



Lesson 859 
Teach: ser mon, priest, bap tized 
(sur'mfin) (prest) (bap-tlzd') 

See §'44, Chapter IV. 

Assign for Independent Review: audience, preacher (853), worship, Thanks- 
giving, group, hymn (853), music (279), organ (279), wedding (854), 
everybody (364), yesterday (260), received, answered (290) 

Lesson 860 

Teach: evergreen, hickory, walnut, birch 
(eVer-gren") (hlk'6-rl) (wol'nut) (burch) 

See Suggested Lesson Plan F, page 252. 

Notice that hickory is a three syllable word. See § 13, § 14, Chapter IV. 

Assign for Independent Review: willow (617), limbs (691), forest (695), 
furniture (578), bureau (701), shelves (355), supply (817), scarce, 
unless 



Lesson 861 

Teach: u su al Iy, mid night, oc ca sion al Iv, cer tain lv 
(Q'zhu-al-i) (mld'nit") (6-ka'zhun-aI-i) (sur-'tm-li) 

See § 38, Chapter IV. 

Assign for Independent Review: to-morrow, Hallowe'en (314), Jaek-o-lan- 
tern (314), important, description (855), within two weeks (304), 
too busy (168) to write (237) 

Lesson 862 

Teach: fairground, admission 
(far'ground) (ad-mlsh'un) 

Assign for Independent Review: advertise, illustrate, newspaper, calen- 
dar (467), dictionary (465), Wednesday (302), coward (856), temper, 
jealous (856) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

266 



Lesson 863 

Teach: ad ver tise ment, par a graph, as sis tance, al ma nac 
(ad-vur'tlz-ment) (par'd-graf) (a-sls'tans) (61'md-nSk) 

Insist on distinct enunciation of second a in "paragraph and in almanac. 

Assign for Independent Review: hoped for (268) assistance, magazine 
articles (831), catalog, dumb (857; animals (439), didn't (395) 
seem (520) possible (858) 

Lesson 864 

Teach: friend ship, faith ful, fond, pride, dew 
(frend'shlp) (fath'fdol) (fond) (prid) (du) 

See § 11, § 12, Chapter IV. Have dew written: The dew is heavy upon 
the leaves and the grass. 

Assign for Independent Review: pushed (371) off (347), launched, laughed 
aloud (719), shoved (808), paddled (454), falling dew, steered (777), 
gathered (764) the kindling wood 

Lesson 865 

Teach: scenery, nature, distance, breeze 
(sen'er-I) (nat'yoor) (dls'tans) (brez) 

Call attention to the fact that there are three syllables in scenery, and 
that it is a very troublesome word. 

Assign for Independent Review: wild (687), beasts, afraid, canoe (657), 
birch (680), walnut, shelter (695), cabin, hickory (680) 

Lesson 866 

Teach: trout, fringe, home sick, lone some, roast ed 
(trout) (frlnj) (hom'sTL:") (lon'sfim) (rost'gd) 

See § 30, § 31, § 32, Chapter IV. 

Assign for Independent Review: caught (422), woolly (852), midnight, 
moonlight, cooked, smoke, stream (778) 

Lesson 867 

Teach: maid, maiden 

(mad) (mad'n) 

Have maid written in a sentence: The maid came to answer the doorbell. 

Assign for Independent Review: island (648), village (667), view (665), 
screamed (719), frightened (312), thought (341), necklace, niece, 
usually (861), certainly (861), although (731) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See proh \ey in Appendix. 

267 



When a pupil has misspelled a word, whether orally or in writing, do not 
call his attention to the wrong form. Drill on the correct form of the word. 



Lesson 868 

Explain in advance that while the story suggested in Lesson 868 should 
be sufficiently interesting to make enjoyable reading, it will be examined by 
the teacher primarily with reference to correctness of spelling, capitalization, 
punctuation, and division of syllables at the end of the line in writing. Give 
the class an opportunity to select the paper best in appearance from among 
those that are free from errors. 

Lesson 869 

Teach: ad vice, o bliged 
(fid-vfe') (6-blijd') 

Assign for Independent Review: church (601), built (254), sermon (859), 
priest (859), listen, preacher (853), worship, baptized (859), faithful 
thankful, always 

Lesson 870 

Teach: postage, zone 
(pos'taj) (zon) 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: stamp, admission, assistance (863), para- 
graph (863), distance (865), geography, recitation (628), postal, 
scenery (865). nature, country (234) 

Lesson 871 

Teach: rheu ma tism, ca tarrh 
(roo'md-tizm) (kd-tar') 

See § 27, § 28, § 29, Chapter IV. 

, Assign for Independent Review: occasionally (861), handkerchief (591), 
suffered (663), swollen (776), friendship, neighbors (549), 
describe (855), mention, stayed (478) longer, only (251) once (211) 

Lesson 872 

Explain that while it may be wise to review as many as possible of the 
hardest words on the last seven pages, first attention should be given to 
words from those pages which have been missed in the daily tests, and have 
therefore been placed on individual lists in the spelling pockets. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

26S 



Lesson 873 

Teach: reck less, rushed, re lat ed 
(rek'les) (rosht) (re-lat'ed) 

Assign for Independent Review: nephew (737), niece (737), cousins (479), 
anxious, jealous (S56), homesick, lonesome (866), if possible, good 
advice (869), much (167) obliged 

Lesson 874 

Teach: cyclone, section, damage 
(si-klon) (sek'shun) (dam'aj) 

Assign for Independent Review: weather (616), breeze, showers, shining (292), 
prairie (669), houses, grounds, destroyed (664), escape (481), trouble 
(663), awful (453), because (210) 

Lesson 875 

Teach: tough 

(tuf) 

Assign for Independent Review: furnished, prepared (708), professor (840), 
favorite (675), author (640), madam (693), grammar (638), sub- 
ject (635), rough (768), theater (672), quarter, forest (695), acorns 
If you have good evidence that the pupils are making an honest effort 

to do a little better each day, commend them for it. Develop in them through 

commendation, a satisfaction in their work. 

Lesson 876 

Teach: was n't, were n't, hasn't 
(woz'nt) (wur'nt) (h&z'nt) 

To indicate how these words have developed, write was not on the black- 
board; under it, write was n t; then under that, write was n't; then under that, 
write wasn't. In like manner, treat weren't and hasn't. 

Assign for Independent Review: was not, can't (409), cannot (248), were not, 
doesn't (395), does (146) not, has not, don't (395), do not. He 
doesn't know. It doesn't matter (538). 
Show that the apostrophe comes in to take the place of the part omitted. 



Lesson 877. 
i 
C 

See § 23, § 24, Chapter IV. 



Teach: pneumonia, typhoid, disease, remedy 
(nu-mo'ni-d) (ti'foid) (dl-zez') (rem'e-dl) 



boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pron uhdatwn key in Appendix. 

269 



The first two words are troublesome ones. Insist on distinct enunciation 
of the proper sound of i in disease. 

Assign for Independent Review: muscles, shoulder (742), rheumatism (871), 
catarrh (871), cough (522), hoarse, measles (789), nurse (525), 
children (156) 

Lesson 878 

Teach: ac ci dent, am bu lance, thrown, shock 
(ak'sl-dent) (am'bu-lans) (thron) (shSk) 

Drill on correct pronunciation of ambulance. Have thrown and ambulance 
written in a sentence: The man who was thrown from his horse, was so badly 
injured that he had to be taken to the hospital in an ambulance. 

Assign for Independent Review: explosion, kerosene, usually, certainly, 
hospital (789), treated 

Lesson 879 

Teach: gos sip, joked, boast 
(gSs'Ip) (jokt) (bost) 

Assign for Independent Review: group (848), relate, news, denied, meant 
(512), replied, taunt (670), choose (582), choice (727), came together, 
nothing (208) to lose (400) 

Lesson 880 

Teach: servant, wait er, hired, wages 
(sur'vant) (wafer) (hird) (wa'jes) 

See Suggested Lesson Plan F, page 252. 
See § 18, § 19, § 20, § 21, Chapter IV. 

Assign for Independent Review: cyclone (874), section, damage, nature,, 
distance (865), scenery, rooster (28S), crowed (292), raised 

Lesson 881 

Teach: sieve, sift, dough, layer 
(slv) (sift) (do) (la'er) 

See § 44, Chapter IV. 

Assign for Independent Review: tough (875), rough, coarse, pumpkin (314), 
beefsteak (703), breakfast (321), wasn't (876), weren't (876), hasn't 
(876) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

270 



If a pupil who is a good speller is assigned the problem of bringing another 
pupil who is a poor speller up to standard, and is properly encouraged in his efforts, 
otid comnu nded for his achievement, much good loill result to both. In the process 
of leaching, the former will improve his methods of study, and in this intimate 
stud( nt companionship in study, the latter will gain much from emulating the 
achievements of a fellow student. 



Lesson 882 

Teach: tern per a hire, ben e fit ed, im proved, spoon ful 
(tem'per-d-tur) (ben'e-flt-ed) (Im-prdovd') (spoon 'fool) 

Call attention to the fact that the word temperature has four syllables. 
Insist on distinct enunciation of i in im proved. 

Assign for Independent Review: better (218), ache (327), pains (274), neck, 

medicine (526), swallowed (420), sore (528), throat (522), hoarse (522) 

Hav< several pupils not only tell, but in so far as possible, illustrate or 

enact th< ir several methods of studying the words temperature, benefited, 

mi did ik . I oarse. 

Lesson 883 

Teach: clruu gist, qui nine, band ag es, vas e line 
(drug'Ist) (kwl'nln) (han'daj-ez) (vas'edm) 

Assign for Independent Review: disease (877), doctor (233), pneumonia (877), 
typhoid (877), bottle (526), hospital (789), remedies, accident (878), 
ambulance (878) 

Lesson 884 

Teach: sam pie, pack age, scales, lie o rice, ounce 
sftm'pl) (pak'aj) (skalz) (Llk'6-rls) (ouns) 

See § 22, Chapter IV. 

Assign for Independent Review: weight, contains, candy, chocolate (712), 
ind, postage, mucilage (845), envelope (475) 

Lesson 885 

Assign for Independent Review: measured, thrown (S78), backward (4S2), 

knocked (56S), against (482), joked, boast, chose, chosen (584), 

length (598), whispered (658), whistled (728), horse (419), harnessed 

Be sure to allow pupils time to look over their written work before turning 

it in. 

boot, fobt; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zfa = z as i n azure ; kh = ch as in loch. See pronunciation key in Appendix. 

271 



Lesson 886 
Teach: ca fe, res tau rant, ap pe tite, sat is fied 
(ka"fa') (res'to-rant) (ap'e-tlt) (s&tls-fid) 
The word restaurant is much more likely to be spelled correctly by pupils 
if they can pronounce it correctly. See § 13, § 14, Chapter IV. 

Assign for Independent Review: dough, sieve (881), sift, waiter (880), servant 
(880), butcher (590), dinner (147), food, table (354) 

Lesson 887 

Teach: bind, joint, ap plied, poul tice, lungs 
(bind) (joint) (a-plid') (pol'tls) (ltingz) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: catarrh (S71), stomach, rheumatism (871), 
temperature (8S2), weak (528), deep (173), breath (502) 

Lesson 888 

Teach: in ju ry, in jured, band aged, mend 
(in'joo-ri) (m'jobrd) (ban'dajd) (mend) 

See § 9, § 10, Chapter IV. Special attention to drill on correct pronunci- 
ation of injury, injured, mend. 

Assign for Independent Review: benefited (882), improved (882), druggist, 
quinine, beginning (272) to mend (888). bandages, vaseline (883) 

Lesson 889 

Teach: cap i tal, cit ies 
(kap'I-tal) (sit'Iz) 

Insist on distinct enunciation of short sound of i in capital. 

Assign for Independent Review: factory (839), fortune (672), proved (415), 
hired, wages, earned, governor (649), government (649), losing (501), 
showing, showed 

Lesson 890 

Teach : guests, ar rived 
(gests) (a-rlvd') 

See Suggested Lesson Plan F, page 252. 
See § 34, Chapter IV. 

Assign for Independent Review: gossip (S79), visitors (730), party, licorice 
(884), package, sample, pleasant (493), surprise (551), received (475) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu,; 

272 



Lesson 891 

Teach: flavor, o dor, plat ter, turn bier, satisfy, carve 
(fla'ver) (5'der) (pl&t'er) (tum'bler) (sat'fe-fl) (karv) 

See § 23, § 24, § 26, § 27, Chapter IV. 

Assign for Independent Review: roast, tough, appetite (886), chicken, saucer 
(361). plates (361) 

Lesson 892 

Teach: sal ad, sand wich. cur rants 
(sal'dd) (sand'wlch) (kur'ants) 

Drill on distinct enunciation of the sound of a in the last syllable of 
salad, and on the sound of a in currants. 

Assign for Independent Review: sauce (361), cafe (886), restaurant (886), 
cookies (333), cooky (333); lunch, cranberry (586), raspberry (712), 
vegetable (570) 

Lesson 893 

Teach: vines, bios soms, ge ra ni urns, bloom 
(vinz) (blos'umz) (je-rfi'nl-umz) (bloom) 

Insist upon the distinct enunciation of short sound of i in geraniums. 

Assign for Independent Review: roses, lily (795), lilies, bouquet (764), gathered 
(764), flowers (240), leaves (246), clover 
Conduct a short drill on finding a selected list of five words in the dic- 
tionary. See Exercise III in the Appendix to this Manual. 

Lesson 894 

Teach: ap pre ci ate, pho to graph 

(a-pre'shl-at) (io'to-graf) 

See § 9, § 10, Chapter IV. 

Assign for Independent Review: satisfied, scenery (865), places (326), applied 
(887), separate, grandmother (147), chief, cities (SS9), passed 
through, in a few (340) minutes (402) 

Lesson 895 

Teach: ap pli ca tion, tlis ap point ed, bad ly, gain ing, strength 
(ap"li-ka'shiin) (dts"a-point'ed) (bad'll) (gan'ing) (strength) 

The word disappointed furnishes a good illustration of the type of word 
whose greatest spelling difficulty is removed by a little study of its prefix. 

1 >dot , foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure; kh =ch as in loch. See pronunciation key in Appendix. 



If the pupil thinks of this word as dis (not) and appointed, he can't fail to 
see that it must be spelled with one s. See Exercise III in the Appendix to 
this Manual. 

Assign for Independent Review: invitation (475), injury (888), poultice (887), 
pneumonia, temperature, occasionally (861), typhoid, disease (877), 
badly injured (888) 

Lesson 896 

Teach: av e nue, paved, correct 
(av'e-nu) (pavd) (ko-rekf) 

See § 46, Chapter IV. 

Assign for Independent Review: lane, address (475), polite, manners (538), 
street (408), much, obliged, the capital (889) city (232) of the state, 
Yours respectfully (651), Sincerely (651) yours 
From time to time, show the members of the class letters written by or 

received by members of the group, which are notable for their good general 

appearance, for proper capitalization, punctuation, and division of words at 

the ends of lines, and for correct spelling. 

Lesson 897 

Teach: dec o rat ed, chi na, can dies, ar ranged 
(deV6-rat-ed) (chi'nd) (kan'dlz) (a-ranjd ) 

See § 22, Chapter IV. 

Assign for Independent Review: tumblers, glasses, lighted (611), center (654), 
silver (282), platter, spread (626), before (194) the guests (890) 
arrived (890) 

Lesson 898 

Teach: wel come, gifts, fa vors 
(weTkum) (gifts) (fa'verz) 

Assign for Independent Review: dancing, played (384), giving (537), coming 
(107), early (246), birthday (354), celebrate (686), already, there 

Lesson 899 

Teach : per fume 
(pur'fum) 

See § 13, § 14, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

274 



assign tor Independent Review: blossoms (893), geraniums (893), beautiful 
(422), bouquet, bunch, bloom, odor (S91), flavor (891). We appreciate 
(894) your invitation 



Lesson 900 
Teach: des sert, at tend ed 
(de-zurf) (a-t6nd'6d) 

Have dessert written in several sentences: We had ice cream for dessert; 
L<t us bake an apple pie for dessert. 

Assign for Independent Review: pudding (588), turkey (140), salad (892"), 

sandwieh (892), apples (109), currant (892), jelly, friends, number, 

picture (133), dressed (452) in their best, attended his party 

This lesson marks the completion of another half year's work. If by 

reason of a long school year, you should have some time left before the close 

of the semester, it may well be given to a comprehensive review of the most 

difficult words studied during the year. Special attention should be given 

to words in the spelling pockets of pupils and to the teacher's list of "spelling 

demons". (See § 42, § 43, Chapter IV.) 

Lesson 901 

Teach: larg est, fin est, feast 
(larj'est) (fln'fist) (fest) 

See Suggested Lesso?i Plan F, page 252. See also § 1, Chapter IV. 

Assign for Independent Review: offered, every (132), truly (43S), while (411) 
they were (205) having (ISO), I wonder (515) whether (488) 
These letters need not be written during a class period. They should 
be examined critically and, if necessary, rewritten, so as to be not only appro- 
priate in sentiment but correct in form; that is, correct in spelling, punctuation, 
capitalization, and the division of words when necessarv at the end of a line. 



Lesson 902 

Teach: cru el, ter ri hie, aw fid ly 
(kroo'fil) (tfir'I-bl) (6'fdol-f) 

Devote a few minutes' time to an informal discussion with the class, of 
the importance of a good method for study and review. Refer again to 
page 64 in their spelling books. 

See Suggested Lesson Plan F, page 252. 

boot, foot; found; boil; function; chase; good; joy; the, thick; hw = wh?s in 
when; zh = z as in azure; kh = ch as in luch. See pronunciation key in Appendix. 



Assign for Independent Review: wicked (693), tumbled (501), whipped (497), 
disappointed (895), altogether (731), useless, because, gaining 
strength (895), began (97) again (203) 



Lesson 903 

Teach: con tract, bar gain, par al lei, stock, share 
(kon-trakt) (bar'gSn) (par'a-161) (stok) (shar) 

See Suggested Lesson Plan F, page 252. 

Insist on distinct enunciation of sound of final I in contract. 

Assign for Independent Review: parallel avenues (896), quite right, correct 
report, which cities (889), until to-day, welcome gifts (898) 



Lesson 904 

Teach: sur round, sur ren der, mys te ri ous, cfis ap pear 
(su-round') (su-rgn'der) (mls-te'rl-us) (dls"a-per') 

See Suggested Lesson Plan F, page 252. 

(On the assumption that the teacher has become thoroughly familiar wi' h 
Suggested Lesson Plan F, less frequent reference will be made to it hereafter.) 
See Exercise VIII in the Appendix to this Manual. 

Assign for Independent Review: captain (815), military, salute, photograph 
(S94), application (895), collection, candle (897), sword (831), 
struck (501) 

Lesson 905 

Have each of three pupils chosen at random from the class, explain 
quite in detail how they will study the words receipt and carrots. Compare 
the merits of these plans with the merits of the plan outlined on page 64. 
Then call on three other pupils each to explain quite in detail his or her pro- 
cedure in reviewing terrible, contract, and disappear. Compare the merits of 
these plans with the merits of the plan outlined on page 64. 

Lesson 906 

Teach: profit, loss, trust 
(profit) (16s) (trust) 

Assign for Independent Review: favor (906), smaller, shorter, borrowed (378), 
cruel (902), terrible (902), shock, worried (775), danger, sudden (772) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

276 



Lesson 907 

Teach: an nu al, signed, sig na ture, re ceipt 
(an'u-al) (sind) (slg'nd-tur) (re-set") 

See § 50, Chapter IV. 

Assign for Independent Review: writing (287), erased (282), important (836\ 
attended (900), contract (903) amount, figures, allowed (334) to 
remain (476), accept (676) your offer 

Lesson 908 
T^ach : car rots, cheap 
(kar'uts) (chep) 

Assign for Independent Review: parsnips (716), licorice (884), lettuce (572 . 
cabbage (428), feast (573), dessert (900), fruit (307), holiday (372 
decorate, arrange (897), raising (573) radishes (597"), planted a garden 
See Exercise IV in the Appendix to this Manual. 

Lesson 909 

Teach: poi son, poi soned, groan 
(poi'zn) (poi'znd) (gron) 

See § 11, § 12, Chapter IV. 

Assign for Independent Review: bullet (563), surround, surrendered, dl 

(877), pneumonia, typhoid (877)', speak (544), lungs, tongue (758) 

Lesson 910 
Teach: debt, owe, rent, renter 
(det) (5) (rent) (rent'er) 

See Suggested Lesson Plan F, page 252. 
See § 25, Chapter IV. 

Assign for Independent Review: lie (374), lied (374), note, signed (907 
receipt (907), written (343), lawyer, judge 

Lesson 911 

Teach: tel e graph, type writ er 
(tel'6-graf) (tip'rifer) 

Assign for Independent Review: telephone (412), parallel (903), columns 
(645), telegram, arrived (890), guests, disappoint, signature, 
mysterious (904), disappear (904) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

19 277 



Read pages 27 to 29 in the introduction to Chapter V. Notice especially 
the significdnce of boldface type in lesson treatments. 



Lesson 912 

Teach: interest, balance, account, cash, credit 
(m'ter-est) (bal'ans) (a-kounf) (kash) (krSd'it) 

See § 33, § 34, § 36, § 37, § 38, Chapter IV. 

Assign for Independent Review: annual, contract (903), profit (906) and loss, 
banking, business, cash or credit, share of stock, terms (540) 

Lesson 913 

Teach: fertile, agriculture 
(fur'tll) (ag'rl-kul"tur) 

Assign for Independent Review: fields (443), section, finest, largest, figures 
(464), colonies (648), orchards (675), products, tobacco (799), 
photograph, nature, cereals (703), wheat (703), starch 

Lesson 914 

Teach: ten der, healed, re lieved 
(ten'der) (held) (re-levd') 

Pee § 32, § 42, Chapter IV. 

Assign for Independent Review: tough (875), strength (S95), necessary (820), 
wherever, trust, spend (708), almost (115), fastened (404), 
covered (294), believed (374) 

Lesson 915 

Teach: purse, afford 
(purs) (a-ford') 

See § 13, § 14, Chapter IV. 

Assign for Independent Review: umbrella (461), couldn't (381), candle (897), 
scales, weighed eight (348) ounces (884), seems (520), cheap, though 
(469), truly, seemed (462) too (365) heavy (397) 
Inspect the lists in the pupils' spelling pockets. See § 42, § 43, Chapter IV. 

Lesson 916 

Teach: brake man, engineer, express 
(brak'man) (en"jf-ner') (8ks-preV) 

Assign for Independent Review: excursion, accident (878), platform, station, 
telegraph (911), telegram, freight (592), depot (592), deliver 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

278 



Lesson 917 

Teach: area, secret, attempt, 
(a/rfi-d) (se'kret) (a-t8mpt') 

Give special drill on correct pronunciation of secret. 

Assign for Independent Review: acres (483), agriculture, fertile (913), 
geography (471), debt (910), owe, credit, interest (912), balance 
(912), account (912) 

Lesson 918 
Teach: tor ture, a buse, cap tured 

(tor'tur) (d-bus') (kap'turd) 

Assign for Independent Review: worked, lacked, wanted, cruel, terrible, fierce 

(481), surround, poisoned (909), groaned (909), drowned (618) 

Lesson 919 

Teach: car riage, var nished, re paired 
(kar'Ij) (vitr'nfeht) (rC-pard') 

Have pupils write: My father's carriage has been repaired and varnished. 

Assign for Independent Review: wagon, faster, fastest (346), painted (373, 
post office (438), typewriter, improved (882), separated (416), 
scratched (563) 

Lesson 920 

Teach: threat, threat en, a larmed, in tend ed 
(thret) (thret'n) (d-larmd') (In-tend'ecl) 

See Suggested Lesson Plan F, page 252. 
Sec § 49, Chapter IV. 

Assign for Independent Review: bargain (903), benefit (8S2), further (469), 
toward (499), injured (888), tender, healed (914), relieved (914), 
decided, finally, touched (625), instead (469) 

Lesson 921 

Teach: ship ping, charge, collect, agent, cashier 
(shlp'mg) (charj) (ko-l6kt') (a'jent) (kash-er') 

Have all of these words written in sentences. 

Assign for Independent Review: shipped, express, came by mad (103), 
correct, clerk (.604), grocery, on the right (185) track 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

279 



Pupils can be, and usually are, very helpful to one another in drill and 
review and in testing on individual words, if they are encouraged to help one 
another and if they are coin mended for so doing. 



Lesson 922 

Teach: to tal. en closed 
(to'tal) (en-klozd') 

See § 39, § 40, § 41, Chapter IV. 

Assign for Independent Review: total loss, receipt enclosed, attended to 

business (414), here (193) and there, had to pay the price (415), 

real load, too great (313), broke away, annually, October (449), 

August (449), February (449) 

The question at the bottom of page 97 in the spelling book may refer to 

days of the week and months of the year, or other groups. (See page 62 in 

the textbook.) 

Lesson 923 

Teach:, seek, flee, crept, fled 
(sek) (fle) (krept) (fled) 

See § 11, § 12, Chapter IV before teaching flee. Have it written in a sen- 
tence: People generally flee from danger. Give special drill on correct pro- 
nunciation of crept. 

Assign for Independent Review: sailor (800), water (291), secret (917), attempt 
(917), deserted (681), to-night (411) 

Lesson 924 

Teach: chauf feur, driv en, cranked 
(sho"fur') (drfv'n) (krahkt) 

See § 22, Chapter IV. 

Assign for Independent Review: automobile (412), gasoline (767), kerosene 
(829), electric, brakeman (916), engineer, overalls, carriage (919), 
varnished, driving 

Lesson 925 

Teach: vessel, crew, com merce, com pass 
(veVel) (kroo) (kom'ers) (kum'pds) 

Assign for Independent Review: threat (920), threaten (920), shipped, charged, 
collected (921), useful (493), guided (568), repaired (919) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

280 



It may often be advantageous to look up the lessons indicated by number* in 
parenthesis to get suggestions for < ffective re-teaching of difficult ivords in the 
review list in any given lesson. 



Lesson 926 

Teach: north west, south efn, Ens Ksh, Eu rope 
(north"wesf) (sutii'em) (hi'gllsh) (u'rup) 

Assign for Independent Review: agriculture, scenery (865), appreciate (894 \ 
people (149), world (407), colors C306), photographs (894), 
composition, disappeared 

Lesson 927 
Teach: risk, risked, stead y, nerve 
(risk) (rfsktj (sted'f) (nurv) 

Assign for Independent Review: captured, tortured, abused, alarmed, buried 
(732), intended, interest (912), balance (912), account (912) 

Lesson 928 
Teach: treas ure, jew els. pre cious 
(trgzh'ur) (ju'elz) (presh'us) 

See § 30, § 31, § 32, Chapter IV. 

Assign for Independent Review: searched (823), child (156), Christmas (162\ 
thrown (878) around (1S3), gifts (898), sled (161), slide, perfume 
(899), articles, enclosed (922), won't (293) break (321), wearing (181 
their oldest clothes 

Lesson 929 

Teach: en e my, en e mies. spy, raid, bur y 
(en'e-mi) (en'g-mlz) (spl) (rad) (bex'I) 

See § 11, § 12, Chapter IV. 

Assign for Independent Review: cruel (902), terrible (902), dangerous (458), 
mysterious (904). navy (818), ship, sink, ocean (454), 3ea (376), 
rough (768), awfully 

Lesson 930 

Assign pupils in pairs to test each other on their lists of hard words chosen 
from pages 96, 97, 98 and 99. Words which are misspelled should be entered 
again on the individual spelling pocket lists of the pupils who misspelled 
them, for further study. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation Ley in Appendix. 

281 



Lesson 931 

Teach: at tack, de feat, at tacked, re treat ed 
(a-tak') (de-fef) (a-takf) (re-tret'6d) 

See Suggested Lesson Plan F, page 252. 

Emphasize especially the correct pronunciation of attacked. Most mis- 
spellings of this word are the direct result of mispronunciation. See § 13, 
§ 14, Chapter IV. 

Assign for Independent Review: surround (904), surrendered (904), discovered 
(664), seek, fled, crept (923), vessel, commerce (925), compass, 
pointing (511) his finger 

Lesson 932 

Teach: beach, foam, removed, rebel, revenge, rebellion 
(bech) (torn) (re-mdbvd') (re-beT) (rg-venj') (rg-beTyun) 

Associate beach with sea. Call attention to the fact that there is an ea 
in each word. 

Assign for Independent Review: shoulders (742), sleeves, barefooted, crew, 
risked, threaten (920), riding (189) at anchor (794), in the harbor 
(794), a cave among (244) the rocks 

Lesson 933 

Teach: broad, space, snatched, cer tain, hid den, no where, sort, for ward 
(brod) (spas) (sn&cht) (sur'tm) (hld'n) (no'hwar) (sort) (for'werd) 

See § 29, Chapter IV. 

Assign for Independent Review: secret (917), attempt (917), leaned (492 ) 
forward, steady (927) nerve (927), snatched up his gun (S8), made 
certain, hidden treasure (928), nowhere to be found (1-13), what 
sort of scheme 

Lesson 934 

Teach: pi rate, trader, set tier, rock y, chests 
(pi'rat) (trad'er) (set'ler) (rok'I) (chestz) 

See § 25, Chapter IV. 

Assign for Independent Review: coast (718), no one else (422) knew (337), 

threw (376) them into (294) the hole, What do you suppose (555) 

the chests contain (826)? 

In company with the class, look back over the words and phrases of the 

preceding ten lessons. Ask the pupils to select any words which will help to 

tell the story suggested by the picture on page 101 in the text. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

282 



Lesson 935 

Teach: peddler, med die, lame 
(pea'ler) (meo'l) (lam) 

Call attention to the fact that peddler is peddle with an r added. 

Have pupils write: The United States does not meddle in the internal 
affairs of other notion*. The teacher should write the word internal on the 
blackboard so that it may be copied. 

Assign for Independent Review: kitchen (355), restaurant (886), cashier (921), 
a new (225) purse (915). stiff, seek, flee (923), limp, carriage (919), 
chauffeur (924), driven, a cheap knife (349) 



Lesson 936 

Teach: funeral, coffin, grief, grieve 
(fu'ner-al) (kof'In) (gref) (grev) 

Pronounce funeral very slowly. Most misspellings of this word are 
probably due to mispronunciation. 

Assign for Independent Review: typhoid (877), pneumonia (877), at- 
tack (931), bury (929), loss, debt (910). alarmed, shared, relieved (914) 



Lesson 937 

Teach: oyster, parrot, ostrich, male 
(ois'ter) (par'ut) (ostrich) (mal) 

Assign for Independent Review: canary (735), hidden (933), enemy (929), 
jewels (92S), precious (928), pearls (744), Europe (926), English (926), 
southern (926) 
See pages 4, 5, 6 and 8 in this Manual. Read pages 4 and 5 to the class 

and impress upon their minds that while one's writing vocabulary i.-. naturally 

the most limited of his vocabularies, it can and ought to be developed and 

expanded to a considerable degree. 



Lesson 938 

Teach: carpenter, tools, planed, plank 
(karpen-ter) (toolz) (pland) (plank) 

Assign for Independent Review: sawed the lumber, rotten boards, closed the 
windows, shingled our roof, cellar (394) si airs (489), attic (688) to 
basement 



I'OOi, i'obt ; found: boil; function: chase; good: joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh =eh as in loch. See pronunciation A< y in Appendix. 

283 



There can be no ultimate success in spelling instruction without the active 
cooperation of the learner. Strive above all else, to develop in each pupil an active 
interest in his own progress in spelling. 



Lesson 939 

Teach: ninth, nine ty, mil lion 
(ninth) (nin'ti) (mil'yun) 

See § 34, Chapter IV. 

Assign for Independent Review: defeat (931), retreat (931), settlers (934), 
foreign (759), commerce, space, broad (933), beach (932), foam 

Lesson 940 

Teach: mean ness, grudge, pre tend 
(men'nes) (griij ) (pre-t6nd') 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: attacked (931), removed, enclosed (922)", 
certain (933), afford (915), no one, express, enemies (929), respect 

Lesson 941 

Teach: ditch, drain, drain age, drained 
(dlch) (dran) (dran'aj) (drand) 

Assign for Independent Review: rocky, earth (407), agriculture, superintendent 
(835), nowhere, between (362), total (922) area, fertile (913) soil 

Lesson 942 

Teach: alcohol, liquor, wine, stum bled, stag gered 
(al'ko-hol) (Hk'er) (win) (stum'bld) (stag'erd) 

Have pupils write : Alcohol is a poisonous liquor. 

Assign for Independent Review: poison (909), funeral (936), coffin, beer (613), 
drank, forward (933), pirate (934), ghost (568) 

Lesson 943 

Teach: met al, steel, wrench, pin cers 

(m6t'al) (stel) (rench) (pln'serz) . 

Have pupils write: The monkey wrench and pincers are tools made of steel. 

Assign for Independent Review: chest, tools, owner, carpenter, peddler (935), 
engineer, boards, planed (938), sorted, a loose screw, an iron rod 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

284 



Lesson 944 

Teach: rcf er ence, sense, force, hab it 
(reT'er-ens) (s6ns) (fors) (habit) 

Give special drill on correct pronunciation of reference. 

Assign for Independent Review: common (591) sense, a yard of cloth, paral- 
lel (903) lines, receipt (907), account (912), force of habit, attend- 
ed (900) to business (414), steady (927) nerve 
Always be sure to allow pupils time to carefully look over their written 

work before handing it in. 

Lesson 945 

Teach: apology, apologize, sober, firm 
(d-pol'6-jl) (d-pSl'o-jiz) (so'ber) (furm) 

See § 23, § 24, Chapter IV. 

Assign for Independent Review: obedient, sincere (633), grief (936), grieved 
(936), disappointed (895), occasionally (861), advertisement (863), 
pronounced (471), rebelled (932), revenge, capture, torture 

Lesson 946 
Teach: ba sin, tile, toi let, sew er 
(ba'sn) (til) (toi'lfit) (su'er) 

Assign for Independent Review: shelf, broken, using, repaired (919), ditch, 
drain, eaves (688), leak, corner (215), chimney (345), furnace (489), 
warmed 

Lesson 947 

Assign for Independent Review: meanness, grudge (940), usually (861), 
thirsty (685), pretend, certainly (861), juice (705), odor (891), sour 
(624), gallon (593), alcohol (942), liquor (942), handful (487), hailed, 
second (540), doing (192), maybe (379), to-day (260) 
See § 30, § 31, § 32, Chapter IV. 

Lesson 948 

Teach: draw ers, screen 
(dro'erz) (skren) 

Have pupils write: The fly screen is a kind of health insurance. 

Assign for Independent Review: bureau (701), ceiling (489), door (159), 
curtain (514), parlor (513) furniture (578), metal, steel (943), cop- 
per (781), porch, sash, fence (315), front (351), strong and .sound 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vh as in 
when; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

285 



Tenting spelling is not teaching spelling. Testing may reveal the. need, for 
study or for instruction, but it is no substitute for cither study or instruction. 



Lesson 949 

Teach: there fore, an y how 
(///ar'for) (gn'I-hou) 

Assign for Independent Review: reference (944), application (S95), treasure, 
millions (939), good, sense (944), main (681), force (944), southern, 
capital, apology, apologize (945) 

Lesson 950 

Teach: i cy. i ci cle 
(I'si) (I'sl-kl) 

Suggested association: Johnny said he couldn't spell icicle. His teacher 
said, "Don't you see, ic-ic-", and beforeshe had finished he said, "Oh, yes, I 
see I see" and the class laughed and remembered the joke and the way to 
spell the word. 

See Suggested Lesson Plan F, page 252. 

Assign for Independent Review: thawing, blizzard (713), blown (713). 

thermometer (707), chilly (713), snowed, drifted, firm, slippery (50S), 

winter (217), white (199), frozen (325), zero 
Direct the discussion in class to a serious consideration of the answers to 
the questions at the bottom of page 106 in their spelling books. 

Lesson 951 

Teach: papered, papering, plastering, mortar, cement 
(pa'perd) (pa'per-Ing) (plas'ter-mg) (mor'ter) (se-mSnf) 

Have pupils write: We use mortar, plaster, and cement in building our 
houses. 

Assign for Independent Review: moved (415), moving, outside, raised, nailed, 
loose (509), pincers (943), wrench (943), garage (606), hammer (391), 
hatchet (391) 

Lesson 952 

Teach : mir ror, ra zor 

(mlr'er) (ra'zer) 

Assign for Independent Review: shadow (597), cheeks, forehead (507), 
whiskers, beard, shaving, basin (946), barber, shaved, soft collar, 
larger size (597) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

286 



Lesson 953 

Teach: cell, officer, arrest, mur dor 
(sfil) (6f'I-ser) (a-rest) (mur'der) 

Have pupils write: The officer arrested the thief and placed him in a prison 
cell 

Assign for Independent Review: jail (561), pirate (934), enemy (920), 
surrounded, attacked, separated, bidden (933), called (203), helped 
(216\ the whole (521) truth, half (370) way through (344^ 



Lesson 954 
Assign for Independent Review: letting, sooner, sorry, rather (463), cheap, 
busy (168), doctor (233), therefore (940!, somebody, nobody (410), 
Thursday (303), February (449), anyhow, thirty (377), forty 300.. 
sixty (399), ninety (939), taking (99) a vacation 



Lesson 955 
Assign for Independent Review: ticket, punched, carriage (919;, crossing. 
arrived (800), trolley (767), fare (477), conductor (480), upon (424), 
train (274), nickel (277), dime, penny (277), twelve o'clock (363 . 
going (201) from there (122) 
See § 30, § 31, § 32, Chapter IV. 



Lesson 956 

Assign for Independent Review: alcohol, liquor (042), icy, icicle (950), pitcher 
(653), barrel (420), stumbled, staggered, thousand (565), fourteen 
(352), surprise (551), pleasant (493), sober, wise, won't, can't (400), 
act, dare 
Pee § 32. § 42, Chapter IV. 



Lesson 957 

Teach: trash 

(trash) 

Assign for Independent Review: rubbish, collect (921), peddler (035), beggar 
(.387), waste (707), space, ninth, fourth (445), tools, metal, steel 
1 043), a chest of drawers, among their keys 

boot, loot; found; boil; function: chase: good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

2S7 



Lesson 958 

Assign for Independent Review: battle, whether, spy, raid, defeated (931), 
retreated (931), revenge, rebelled (932), powder, cannon (7S1), 
murder, punish, true (386) blue (231), won (652) a victory (659) 
See § 45, Chapter IV. 

Lesson 959 

Teach : can di date, e lee tion 
(kan'dl-dat) (e-l6k'shun) 

Give special drill on the correct pronunciation of these words. See § 13, 
§ 14, Chapter IV. 

Assign for Independent Review: common, sense, office (472), county, 
weigh (751), weight (751), officer, arrest, apology, certain. He 
looked up the references. No one knew. 

Lesson 960 

Teach: doubt, doubtful, mistake, mistaken, past 
(dout) (dout'fool) (mls-tak') (mls-tak'n) (past) 

See Suggested Lesson Plan F, page 252. 
See § 25, Chapter IV. 

Assign for Independent Review: wandered (695) off (347), hurried (553) past, 
stopped (308) to look, needed (242) patching (273), bare knees (315), 
too tired (327), a good friend (351) to all children (156) 

Lesson 961 

Teach: ad vise, aid, as sist, pale 
(ad-viz') (ad) (a-slst') (pal) 

Have pupils write: The Indians used to call the white man "Pale face." 

Assign for Independent Review: police, post, lamp, which, face, reply, please 
(128), maybe (379), hours (362), months (449), whose 

Lesson 962 

Teach: badge, safe ty 
(b&j) (saf'tl) 

See § 22, Chapter IV. 

Assign for Independent Review: pitied, tender, honest (544), grief (936), 
grieve (936), tears (409), guard (816), stayed (47S), kindest, poor- 
est (670), ragged (705) 

at <.>, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

2SS 



Lesson 963 

Teach: wor ry, cheer, it's 
(wur'i) (cher) (Its) 

Assign for Independent Review: Don't worry, Cheer up, have (243) to come 
(126), used (380) to know, never before (194) had seen (316), It's 
(963) all right. Come over here. 

Lesson 964 

This story suggested in Lesson 9(54 may be real or imaginary. Let it 
be understood that the best written of these stories will be read to the class, 
if it is free from mistakes in spelling. Always commend all pupils who make 
a perfect score in spelling in such exercises as these. 

Lesson 965 
Teach: committee, chair man, ballot, elect 
(ko-mrt'e) (char'man) (bfil'ut) (e-l6kt') 

See § 33, § 34, § 36, § .37, § 38, Chapter IV. 

Assign for Independent Review: either (359), neither (3,59), whether (488), 
until (411) later, election (959), parade (679), celebration, 
woman (533), women (533), whom, quite (463) easy (251) 

Lesson 966 

Teach: re hearse, re hears al, re peat, con test 
(re-hurs') (rg-hur'sal) (re-pet/) (kSn'test) 

See § 39, § 40, § 41, Chapter IV. 

Assign for Independent Review: doubtful (960), mistaken, quotation, 
ready (115) to begin, author (640), poem (640), scene, talking, 
dream (413), meant (512), guess (432) which (223) one 

Lesson 967 

Teach: po si tion 
(po-zTsh'fin) 

Assign for Independent Review: succeeded (633), because (210), assist, to 
write a letter (343), stingy (670), mean, worst (554), applied (8S7), 
writing (287), won't (293) give a cent (268) 
See Appendix for drill exercises on the use of the dictionary as a reference 

manual on pronunciation and spelling of words which the individual may 

need to learn to write. 



boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

289 



Lesson 968 

Teach: er ror 

(eVer) 

Assign for Independent Review: worry, force (944), habit, aid, advise (961), 
assist (961), good-by (386), mistakes, perfect (717), saucy (775), 
naughty (320), badge (962), safety (962), arrest, fine (119) 

Lesson 969 
Assign for Independent Review: basin, broad (933), drainage, sewer (946), 
digging (394), whose (523),knives (353),these (318), same.others (251), 
mirror (952), razor (952). owned, traded (513), scarce (817) 
See § 23, § 24, § 27, § 28, Chapter IV. 

Lesson 970 

Teach: na tion, na tion al, in de pend ent, in de pend ence 
(na'shun) (nash'iin-al) (m"de-pen'dent) (In"de-pen'dens) 

Special drill on correct pronunciation of independent and independence. 

Assign for Independent Review: candidate (959), chairman, committee (965), 
officers, elected (965\ cheered (963), president (649), Tuesday (301), 
successful (827) 
See Correcting Habits of Faulty Spelling, page 13. 

Lesson 971 

Teach: alto, soprano, solo, duet, musician 
(al'to) (so-pra'no) (so'lo) (du'et) (mu-zlsh'an) 

See Suggested Lesson Plan F, page 252. 

The word musician is a very troublesome one. Give it oral attention 
and emphasis in visualization. 

Assign for Independent Review: appreciate (894), rehearsed (966), repeated, 
worshipped, chorus (639), voices (370), sound, sense (944), rehears- 
al (966), program, important (S36) 

Lesson 972 

Teach: graduate, promotion, expel, expelled, apply 
(grad'tl-at) (pro-mo'shim) (eks-pel') (Sks-pekT) (a-pl!') 

Assign for Independent Review: guests (890), notion, disappeared (904), 
mysterious (904), error, older, apply for (268) the position, don't 
(395) doubt (960), felt certain (933), was given (511) a reference (944) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

290 






Lesson 973 

Assign for Independent Review: Dear Sir, My dear Uncle (220), shall (3S0) 

bo there, Mr. and Mrs., too (365) busy to write (237), Your loving 

son (804), sincerely (651), Truly (438) yours (438 . respectfully, 

reply, nephew (737), niece (737), wrote (476) 

Ask each pupil to write a pood short letter using such words and phrases 

from this list as may be helpful in expressing his or her thoughts. Request 

them to give special attention to capitalization, punctuation, and spelling. 

Lesson 974 

Teach: air plane, a vi a tor, plunged, looped 
(ar'plan") (a'vl-a"ter) (plungd) (ldopt) 

See § 49, Chapter IV. 

Assign for Independent Review: parallel (903), usually, anxious (812), 
straight (405), ahead (145), attacked (931), flying, balloon (562), 
trouble (663), grew (340) pale (961), climbed (625) forward (933) 

Lesson 975 

Assign for Independent Review: fair (430), weather (616), clear (424), 
bright (185), shines, rainbow, mortar (951), plaster, cement (951), 
basin (946), screen (948), coarse (842), sow (571), seeds, sprout, 
stalk, weeds, wheat 
See § 34, Chapter IV. 

Lesson 976 

Assign for Independent Review: nation, national, government (649), 
independent (970), everybody (364), listened (283), remembered, 
assistance (863), explanation, difference (435), governor (649), 
direction, measured, We usually (861) trust those (513) whom we 
know (124). 

Lesson 977 

Teach: democrat, republican, senator, socialist 
(cl&m'o-krat) (re-pub'll-kan) (sen'd-ter) (so'shal-lst) 

Provide special drill on the distinct enunciation of the sound of a in senator. 

Assign for Independent Review: apply, voted, says (323), election (959), 
ballot (965), expelled (972), court, mention, judge (846), elected (965) 
their (318) candidate 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

291 



Lesson 978 

Teach: dive, swim ming, swam 
(dlv) (swim'Ing) (swam) 

See § 44, Chapter IV. 

Assign for Independent Review: across (191), again, lame, both (218), contest, 
possible (858), easiest (843), excellent (827), until (411), since (463), 
began (97), begun 

Lesson 979 

Assign for Independent Review: chauffeur (924), crank, absence (812), 

graduated, musician (971), agriculture, committee, promotion, 

independence (970), photograph (894), alcohol (942), cream (413', 

upset, spilled, stirred (772) 

See Appendix to this Manual for exercises in the use of the dictionary 

as a manual of correct pronunciation. 

Lesson 980 

Teach : cur rent, swift, shal low 
(ktir'ent) (swift) (ahal'o) 

See Suggested Lesson Plan F, page 252. 

Have pupils write: Our boat was carried swiftly down the current. See 
§11, Chapter IV. 

Assign for Independent Review: stream (778), hook, bait (421), airplane, 
aviator (974), source (690), valley (689), rode (437) a pony (495), 
once (211) upon (424) a time, wished that he could swim 

Lesson 981 

Assign for Independent Review: nose, arms, wrist (507), elbow (742), toes, 
knuckles (567), ate (235), grapes (299), sugar (579), syrup (579;. 
oranges (303), juicy (321), picnic (620), lemons (307), melon (574), 
every (132), piece (141), eaten 
See § 30, § 31, § 32, Chapter IV. 

Lesson 982 
Assign for Independent Review: cashier (921), commerce (925), national, 
treasure, precious (928), capital (889), foreign (759), shipped, 
charged, receipt (907), collected (921), Europe (926), southern (926), 
articles (831), visitor 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

292 



Lesson 983 

Teach: shouted, shrieked, div ing, hurrah 
(shout'gd) (shrekt) (dlv'Ing) (hoo-ra') 

See § 46, Chapter IV. 

Assign for Independent Review: swam, through the waves, hailed (509), 
shown (671), cheered (963), bathing, healthy, plain (669) to be 
seen (316), swimming (978) hole 



Lesson 984 

Teach: natural, sport, 'ieek 
(nat'yoo-ralj (sport) (krek) 

Have pupils write: The old swimming hole was located at the bend In 
the creek. 

Assign for Independent Review: pool, clean (225), under (106), real, 
health (819), ought, flood, chief (667), cause (662) 



Lesson 985 

Teach: live lv, rap id, peb bles, rip pies 
(liv'll) (rap'Id; (pel/lz) (rlp'lz) 

See § 32, § 42, Chapter IV. 

Assign for Independent Review: current (980), shallow, flows, pleasure, 
favorite (675), although (731), hoping, pleased, dancing 
Make it clear to each pupil that his most important spelling problem is 
to master the words in his spelling pocket. These represent his own individual 
difficulties. They are therefore his personal "spelling problems", 



Lesson 986 

Teach: leaped, plutig ing 
(lept) (plunj'Ing) 

Assign for Independent Review: helped, allowed (334) to go, plunged, risked, 
prepared (708), dried their clothes (389) 
Give pupils ample time to look over their stories before handing them in. 
Ask every pupil to take special pride in making his or her last story for the 
year or term, letter-perfect in spelling. 

l>6ot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

20 293 



Lesson 987 

Assign for Independent Review: candidate (959), committee (965), sena- 
tor (977), republican, democrat, socialist (977), independent (970), 
industrious, importance (836), disappeared (904), wonderful (827), 
musician (971), graduated, machinery (844), temperature (882), 
September 
See § 30, § 31, § 32, Chapter IV. 

Lesson 988 

Assign for Independent Review: fine, most, does (146), just (209), gives (128), 
any (239), they (146), sure (289), said (207), with (106), life, list, 
laid (298), ache (327), knot (393), quit 

Lesson 989 

Assign for Independent Review: airplane, aviator (974), already (244), finally 
(599), umpire (654), compare, hurrah, shrieked (983), thunder, 
roared, natural, noticed (664), between (362), thought (341), through 
(344), vacation 

Lesson 990 

If by reason of a long school year you should have some time left before 
the close of the semester, it may well be given to a comprehensive review of 
all the hard words on pages 121, 122 and 123 in the spelling books. (The 
fists on page 124 are reference lists.) The class may be organized into com- 
peting teams or sections, with written tests each day on a given column or 
columns of words. Words should be pronounced in sentences but not 
necessarily written in sentences. All words misspelled in any of these tests 
should be placed on a special list for a final contest between teams or sections, 
the aim being to make this final contest one in which "both sides win" by 
making a perfect score. 



ate, senate, rare, cat, local, far, ask, pdrade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh — z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

294 



Review List 



absence (812) 
accept (676) " 
accident (858) 
account (912) 
ache (327) 
action 

address (475) 
advertisement (863] 
advice (869) 
advise (961) 
afford (915) 
afraid (294) 
again (203) 
agriculture (913) 
airplane 
alcohol (942) 
allowed (334) 
all right (673) 
almost (115) 
already (244) 
although (731) 
always (193) 
among (244) 
annually 
answered (290) 
anxious (S12) 
apologize (945) 
application (895) 
appreciate (894) 
arranged (897) 
arrested 
arrived (890) 
articles (831) 
assistance (863) 
attacked (931) 
attempted (917) 
attended (900) 
audience 
August (449) 
author (640) 
avenue (896) 
aviator (974) 
bargain (903) 
basin (946) 
because (210) 
beefsteak (703) 
beginning (272) 
believed (374) 
benefited (882) 
bouquet (769) 
break (321) 
broad 



built (254) 
bureau (701) 
buried (732) 
business (414) 
busy (168) 
candidate (959) 
can't (409) 
capital (889) 
captain (815) 
carriage (919) 
catalog 
caught 
ceiling (489) 
cement (951) 
certain (933) 
chauffeur (979) 
cheap 
chief (667) 
choose 
cities (889) 
clothes (389) 
coarse (842) 
collar (498) 
collect (921) 
color (306) 
coming (107) 
commerce (925) 
committee (965) 
compare 
contained 
contract (903) 
conversation 
correct 
cotton (591) 
countries (648) 
cough (522) 
credit 
cruel (902) 
curtain (514) 
damage 
decided 
defeated (931) 
description (855) 
determined 
direction (594) 
disappeared (904) 
disappointed (S95) 
discovered 
disease (877) 
distance (865) 
doctor (233) 
does (146) 



don't (394) 
doubtful (960) 
earned 
earth (407) 
easier (843) 
either (359) 
elected (965) 
election (959) 
enclosed (922) 
enemy (929) 
engine (401) 
enough (366) 
every (132) 
excellent (827) 
excursion 
excused (283) 
exercise (717) 
explored 
express 
factory (839) 
farther (28S) 
February (449) 
fertile (913) 
finally (599) 
foreign (759) 
forty (399) 
fourth (445) 
friend (351) 
funeral (936) 
gasoline (767) 
gather (764) 
geographv (471) 
gifts (898) 
government (649) 
graduated 
grammar (63S) 
group (848) 
guard (816) 
guess (432) 
guest (890) 
half (370) 
health (819) 
heard (309) 
here (193) 
hoarse (522) 
horse (419) 
ignorant 
illustrated 
important (836) 
independent (970) 
industrious 
information 

205 



injured (888) 
inquire (841) 
instead (409) 
interest (912) 
isn't (395) 
jealous (856) 
journey (814) 
judge (846) 
kerosene (829) 
knew (337) 
know (124) 
lawyer 
living 
loss 

machinery (844) 
material 
maybe (379) 
meant (512) 
mentioned (841) 
metal 

minutes (402) 
mischief (838) 
motion 
motor (767) 
mountain (473) 
muscles (758) 
mysterious (904) 
national 
natural 

necessary (820) 
neighbors (449) 
no one 

occasionally (S61) 
officer 

parallel (903) 
peddler (935) 
people (149) 
perfect (717) 
photograph (891) 
pieces (141) 
pleasant (493) 
pneun onia (87S) 
position 
possible (858) 
prairie (669) 
prepared (70S) 
program 
raised 

receipt (907) 
received (475) 
reference (944) 
repaired (919) 



respectfully (651) 
restaurant (886) 
rheumatism (871) 
safety (962) 
sandwich (892) 
satisfied 
scarce (817) 
scenery (865) 
searched (823) 
secret (917) 
secretary (835) 
seems (520) 
senator (977) 
sense (944) 
separate (416) 
several (756) 
should (196) 
signature (907) 
signed (907) 



some (125) 
southern (926) 
special 
steady (927) 
stomach (758) 
straight (405) 
strength (895) 
stylish 

successful (827) 
superintendent (835) 
supply (817) 
surrounded 
tear (409) 
telegraph (911) 
temperature (882) 
terrible (902) 
their (122) 
there (318) 
therefore (949) 



they (146) 
threatened (920) 
through (344) 
to-morrow (411) 
to-night (411) 
too hot (365) 
trouble (663) 
trousers (832) 
truly (438) 
Tuesday (301) 
typewriter 
typhoid (877) 
umbrella (461) 
until (411) 
upon 

used (375) 
used to (380) 
using 
usually (861) 



veil (847) 
view (665) 
wear (181) 
weather (616) 
Wednesday (302) 
went 

where (122) 
whether X488) 
which (223) 
whole (521) 
woman (533) 
women (533) 
wonderful (827) 
won't (293) 
worse (771) 
would (198) 
write (237) 
writing (287) 



296 



Supplementary List of Words 



ban tarn 

(ban'tam) 


dai ry ing 

(da'rl -Ing 


lit ter 
(Ht'er) 


sheaves 

(shevz) 


barbed wire 
ibarbd wir) 


farm ing 
(farm 'ing) 


man ger 

(man'jer) 


skim 

(skim) 


breed 

(bred) 


fod der 

(fod'er) 


ma nure 
(md-nur') 


skimmed 
(sklmd) 


bri ars 
(brl'erz) 


gran a ry 
(gran'd-rl I 


mead ow 
(med'o) 


sta ble 

(sta'bl) 


bri die 
(bri'dl) 


grange 
(granj) 


mule 
(mul) 


stall 
(stol) 


buggy 
(bug'I) 


hal ter 
(hol'ter) 


neigh ing 
(nil 'Ing) 


stir rup 

(stlr'up) 


calves 
(kavz) 


har rowed 
(har'od) 


pas ture 
(pas'tur) 


stump 
(stump) 


cat tie 

(kat'l) 


hatched 
(hacht) 


pigs 

(plgz) 


swarm 
(sworm) 


churned 
U'hurnd) 


hay 

(ha) 


pi geons 
(plj'unz) 


this ties 
(thls'lz) 


colt 
(kolt) 


heif er 
(hgf'er) 


plant er 
(plan'ter) 


threshed 
(thresht) 


cow 

(kou) 


hive 

(hlv) 


ploughed 
(ploud) 


thresh ing 
(threshing) 


cream er y 
(krem'er-I) 


hogs 

(hojiz i 


rye 

(ri) 


tim o thy 

(tlm'6-thl) 


crop 

(kr6p) 


hoof 
(hoof) 


sad die 

(sad'l) 


trough 

(trof ) 


cul ti vat ing 
(kul'ti-vat-ing) 


husked 

(hCiskt 


scythe 

(slth) 


whin nied 
(hwln'ld) 


dai ry 

(da'rl) 


lime 
(Urn) 


sep a ra tor 
(sep'o-ra'ter) 


whin ny ing 
(hwIn'I-Tng) 




Additional 


Supplementary Words 




al ka li 
(al'kd-li) 


cis tern 
(sls'tera 1 


go pher 

(go'fer) 


mus tang 
(mtts'tang) 


bron cho 
(bron'ko) 


cor ral 

(ko-ral') 


graz ing 
(grazing) 


stam pede 
(stain 'ped) 


cac tus 
(kak'tus) 


coy o te 
(kl-o'tej 


ir ri gate 
(Ix'I-'gat) 




cat tie 
(kat'l) 


dunes 
(dunz) 


ir ri ga tion 
(Tr-i-ga'shiin) 





297 



Introduction to Seventh Year 

Below the fifth year, the responsibility for results in spelling, 
generally speaking, must be carried wholly by the teacher. During 
the fifth and sixth years, this responsibility may gradually be 
transferred to the pupils. By the end of the sixth year, each 
pupil should be able, for the most part, to diagnose his own spelling 
difficulties; he should have formed the habit of reviewing words 
with a frequency which corresponds to the degree of their difficulty 
for him; and he should have acquired a method for learning to 
spell new words as he comes to need them in his writing. In the 
seventh year and above, the responsibility for results in spelling 
should be assumed for the most part by each pupil for himself. 

This new situation permits and makes advisable a further 
modification in the spelling lesson procedure. Since the pupil now 
is or should be self-directive in his study, the lesson procedure 
may well be (1) a test on words which the pupil has studied inde- 
pendently; (2) class instruction on only those words which have 
been misspelled by a number of pupils in the test ; and (3) assign- 
ment of new and review words for independent study.* 

Reread letter on page xii. 

* See footnote to Suggested Lesson Plan G, page 300. 



299 



Suggested Lesson Plan G 
(For Seventh Year)* 
Step I. Test: 

Teacher dictates, in phrases or sentences or in a 
paragraph, all words of the lesson, and also any words 
which have been misspelled by a number of pupils in 
the test in the preceding lesson. 

Step II. Check Errors: 

Each pupil checks his own paper to discover 
possible errors. The words of the test may be spelled 
orally to the class by the teacher or by some pupil 
whose paper is letterperfect. Each word should be 
pronounced distinctly and spelled slowly with a slight 
pause between syllables. Each misspelled word should 
immediately be obliterated by the pupil and written 
correctly above the error or on the margin of his 
paper. (See Testing Spelling and Checking Errors, 
page 205.) 

For purposes of review, the teacher should then 
ascertain what words have been misspelled and ask 
for a show of hands to indicate the number of pupils 
who have misspelled each. 

Step III. Treat Errors: 

Assign to the pupils concerned, for independent 
individual study, any word misspelled by only one or 
two pupils. Each pupil should add to the list which 
he keeps in his spelling pocket, any word he has mis- 
spelled. 

* If, in any class of this grade, a majority of the pupils are using the Spell-to-Wrile 
Spelling Books for the first time, it is suggested that the teacher follow Suggested Lesson Plan 
F (for Sixth Year), page 252, in teaching the lessons which follow. 

300 



Teach any word which has been misspelled by 
a number of pupils in the test. Any or all of the 

steps indicated in (1) to" (8) below may be taken, if 
necessary, in teaching a word. Emphasis should vary 
according to the degree of its difficulty for these pupils, 
as indicated by the test. 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impression 
of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert, f 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of the 
word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, 
but never by calling attention to any wrong way of 
spelling it. 

(5) Teacher indicates syllabication of word by 
pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 
e — m-e-r — g-e-n — c-y (pausing briefly at the end of 
each syllable without pronouncing the syllable). In 



* For the convenience of the teacher the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

301 



this step the teacher should pronounce the word before 
and after each spelling. 

(6) Several pupils in turn are called upon to spell 
the word orally, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

(8) Each pupil writes the word, quietly pronounc- 
ing each letter as he writes it, and then compares the 
word as he has written it with the word as it is spelled 
on the blackboard or in the book. 

Step IV. Make Assignment for Independent Study: 

Assign for independent study, the new words, and 
for independent review, the review words, of the next 
lesson. Call attention to any particular letter or 
syllable which may present especial difficulty. 

Occasionally call attention to the importance of 
each pupil's reviewing the words in his spelling pocket, 
and of keeping this personal list revised. 

Encourage pupils to form small stud} 7 groups to 
assist one another in improving individual methods of 
study, to test one another on words listed in spelling- 
pockets, to examine critically written work to be 
handed in, and to assist one another in all possible 
ways in order to make perfect scores in spelling tests 
and in all written work. 



302 



Lesson 991 

Read Introduction to Seventh Year, page 299. 

Devote the first class period to an informal discussion of the importance 
of having a definite and rational plan for the study and review of spelling words. 
Give some attention to the order of the steps in study and review as suggested 
on page 2 in the spelling hook. 

See Step IV, Suggested Lesson Plan G, page 302. 

In assigning, for independent study and review, the words of the next 
lesson, call particular attention to the parts marked above with boldface type. 
Place special emphasis on the correct pronunciation of the syllable dis in 
disturb. See § 24, Chapter IV. 

Lesson 992 

New Words: burglar, disturb, disturbed, pursued 
(bur'gler) (dls-turb') (dls-turbd') (piir-sud') 

Review Words: evening (519), revolver, searched (823), guard, quickly, 
quietly (402), knocked, attacked (931), surround, closet, police, 
ladder (598) 

See Suggested Lesson Plan G, page 300. 

Suggested dictation: During the evening a burglar had disturbed the peace 
of the neighborhood. Very quietly he had entered the building by means of a 
ladder placed at a window, attacked the guard, knocked him down, and locked 
him in a closet. The police were called and very quickly surrounded the build- 
ing. The burglar attempted to escape, but was pursued by one of the police 
and arrested. When sturdier!, he was found to be carrying a revolver and a 
kit of burglar's tools. 

Lesson 993 

New Words: height, eight v, de scend 
(hit) (a'tl) (de-send') 

Review Words: balloon, accident (858), necessary, guide, quite (463), safety 
(962), distance (865), balanced, repaired (919), alarmed, anchored, 
touched (625) 
See Suggested Lesson Plan G, page 300. 

Suggested dictation: The balloon had been anchored for some time at a 
fa ight of eighty feet. Upon being released, it sailed off quite smoothly for several 
miles. Suddenly, however, the guide became alarmed by a steady drift toward 
the lake, and decided that it was necessary to descend. In descending, however, 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when : zh = z as in azure; kh =ch as in loch. See pronunciation key in Appendix. 

303 



to a place of safety, the balloon met with an accident, and had to be repaired 
as soon as it touched the ground. 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. See § 32 and § 42, Chapter IV. 

Assignment suggestion : Call attention to the correct pronunciation of 
interested. 

Lesson 994 

New Words: mu se um, ex hib it, spec i men, in ter est ed, 
(mu-ze'tlm) (eg-zib'ft) (spes'I-mgn) (m'ter-es-ted) 

Review Words: articles (831), together, everything, explain, described, 
metal, steel, sword, strange, useless, perfect 

See Suggested Lesson Plan G, page 300. See also § 25, Chapter IV. 

Suggested dictation: We spent yesterday visiting the museum. All of 
us were much interested in the exhibit of swords and of different articles of 
armor. They seemed to be made of other metals as well as of steel. Some 
were perfect, others almost worn-out. They were all very strange, and of course 
would be quite useless now. In an interesting way, the guide described the 
bringing together of all these specimens. He seemed to be quite willing 
and able to explain everything to us. 

Dictate, again, in sentences, any words misspelled in the test of the 
preceding lesson. 

Assignment suggestion : The word seize is a very troublesome one. Have 
it written in sentences and give considerable attention to cumulative sensory 
impressions of it. See § 18, § 19, § 20, § 21, Chapter IV. 

Lesson 995 

New Words : seize, op por tu ni tv, ex eel 
(sez) (6p'6r-tu'm-ti) (gk-seT) 

Review Words: absence (812), pupil, easier (843), careful (496), industrious, 
promotion, daily, ought, All right (673), Don't (395) waste (797) 
time 

See Suggested Lesson Plan G, page 300. 

(On the assumption that the teacher has become thoroughly familiar 
with Suggested Lesson Plan G, less frequent reference will be made to it 
from this point on except at the beginning of the second half of the 
year's work. 

Suggested dictation: If you are an industrious pupil you will seize every 
opportunity to excel in your daily work. Unnecessary absence from school and 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

304 






indifferent work do not merit promotion and ought not to be tolerated in any 
school. The pupil whose motives are all right will find it easier to work than 
to loaf. "Don't waste time," will be his motto. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Assignment suggestion: A number of different sentences should be formed 
using the word procession. Make sure by testing the members of the class 
on their ability to use the word correctly, that they do not confuse it with 
any other word. 

Lesson 996 
New Words: squad, pro ces sion, kha ki 
(skw6d) (pro-sesh'un) (ka'kS) 

Review Words: parade, celebrate, wonderful (827), hailed, length, whole (521), 
avenue (S96), greatest, stretched, president (649), welcome, military 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 997 
New Words: in i rial, clos ing, mere, mere ly 
(In-Ish'al) (kloz'Ing) (mer) (mer'll) 

Review Words: scribble, scribbled, signature (907) . address (475), envelope, 
invitation, accept (676), sincerely, whether, received (475), wrote 
(476), enclosed (922) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestions: The misspelling of athletic is often due to mis- 
pronunciation and the resulting tendency to insert a superfluous e between the 
first and second syllables. See § 14, Chapter IV. 

Develop is a type of word in which there is a tendency to add a super- 
fluous letter. This may be prevented by adequate emphasis in oral drill 
upon the letters which properly form the syllable, in this case the op; 
d-c — r-e-l — op. 

Lesson 998 

New Words: ath let ic, ath let ics, de vel op, es pe cial lv 
(ath-let'Ik) (ath-let'Iks) (de-v6l'6p) (es-pesh'al-ll) 

Review Words: exercise (717), athlete, benefit, muscles (758), strength (895), 
steady (927), swimming, excellent (827), therefore (949), health, 
action, indeed 

boot, foot; found; boil; function; chase; good; jo}-; then, thick; hw = vvh as in 
when; zh = z as in azure; kh = ch as in loch. See pronundaUon key in Appendix. 

305 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion : A number of different sentences should be formed 
using the word possession. Make sure, by testing the members of the class 
on then ability to pronounce and to use the word correctly, that they do not 
confuse it with any other word. 

Lesson 999 

New Words: possession, pacific, population 
(po-zesh'un) (pa-sff'Ik) (pSp"u-la'shun) 

Review Words: chief (667), islands (648), fertile (913), commerce (925), 
colonies, southern, manners (538), agriculture, temperature (S82), 
products, position, important (836) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: Call attention to correct pronunciation of route. 
See § 9, § 10, § 11, § 12, Chapter IV. 

Lesson 1000 

New Words: voy age, route, a board, pro ceed, grad u al ly, sus pi cious 
(voi'aj) (root) (d-bord') (pro-sed') (grad 'u-al-li) (sus-pfeh'us) 

Review Words: cities (889), disturb, baggage, arrived (890), disturbed, 
pursued (992), captain (815), sailor, foreign (759) countries (648), 
pleasant (493) weather (616) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Before giving pupils directions on the answer to the question in the line 
border at top of the page in their texts, see § 24, Chapter IV. 

Lesson 1001 

New Words: vil lain, vain, treach er ous 

(vfl'In) (van) (trgch'er-us) 

Review Words: tried in vain, burglar (992), attempt (917), failed, purpose 
(636), wicked, worse (771), factory, destroy (664), planned, explosion, 
information, although 
See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

306 



Lesson 1002 

New Words : sum mit, ta per, dif fi cul tv 

(sum'It) (ta'per) (dlfl-kul-tl) 

Review Words: taper to a point, prairie (669). forest, mountains (473), 
height (993), eighty (993), descend (993), valley (689), rocky, 
scenery (865), excursion, wandered, athletic 
See § 23, § 24, § 26. § 27, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1003 

New Words: spir it, pa tri ot, earn est 
(spirit) (pa'trl-ot) (ur'ngst) 

Review Words: government (619), threaten (920), opportunity, exhibit (994), 
view (665), uphold, attack (931), enemy (929), khaki (996), safety, 
those (513), against (482) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion : Give special attention to drill on correct pro- 
nunciation of scholar. See § 25, Chapter IV, before assigning knoivledge. 

Lesson 1004 

New Words: schol ar, knowl edge 
(skSl'er) (nbl'gj) 

Review Words, interested (994), museum (994), specimen, subject (635), 
examination, determined, prepared (708), anxious (812), certainly, 
graduated, closing, excel, succeed (633) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: See Lesson 1005 below. 

Lesson 1005 

In directing the preparation of this lesson, suggest to the class that the 
best indication each person can get of the words which are hard for him, comes 
by noting what words he has misspelled in the daily tests. These should be found 
on the list in his spelling pocket. Suggest that there are other words which 
are less difficult but which may also need review. 

Assignment suggestion: The word siege is a very troublesome one. See 
§ 27, § 28, Chapter IV. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

307 



Lesson 1006 

New Words: siege, am mu ni tion, de fend 
(sej) (a.m"u-nfeh'un) (de-fend') 

Review Words: forward, surprised (551), attacked (931), squad, cannon, 
seized (995), defeated (931), finally (599), surrender, colonel, officer, 
decorate 

Dictate in sentences, the words of this lesson and any words misspelled in 
the test of the preceding lesson. 

Lesson 1007 

New Words: lin en, fan cy, cro chet, cro cheted 
(lm'en) (fan's!) (kro-sha/) (kro-shad) 

Review Words: initial (997), handkerchief, several, towel, plain, width, 
samples, several, favorite, needle, supply (817), scarcely (817) 

See § 18, § 19, § 20, § 21, Chapter IV. 

Dictate in sentences, the words of this lesson and any words mis- 
spelled in the test of the preceding lesson. 

Lesson 1008 

New Words: pro tect, mis sion a ry, in no cent 
(pro-tekt) (mish'un-a-ri) (in'6-sent) 

Review Words: cruel (902), terrible (902), torture, shelter (695), mere, merely, 
whose (523), whom, extra (655), ignorant, assistance (863), disease 
(877) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1009 

New Words: re pub lie, principles, representative 
(re-piib'lik) (prm'si-plz) (rep"re-zen'td-tiv) 

Review Words: principles of democracy, government (649), foundation, 
independence, section, develop (99S), elect (965), measure, national, 
success, population (999), candidate (959), especially (998) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 11, § 12, § 41, Chapter IV, before teaching principles, and § 14, 
Chapter D7, before teaching representative, if these words are misspelled in 
the test. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

308 



Assignment suggestion: The misspelling of arctic is chiefly due to the 
almost universal mispronunciation of the word. Insist upon correct pro- 
nunciation. See § 14, Chapter IV. 



Lesson 1010 

New Words: arctic, discovery, region (pacific) 
(ark'ttk) (dls-kuv'ef-I) (re'jun) (pd-sYf'Ik) 

Review Words: voyage, (ocean), aboard, explored, possession, claimed, 
known (734), earlier, no one, route (1000), doubtful (9G0), parallel 
(903) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Call on several pupils to tell how they have been able to remember the 
correct spelling of siege, innocent and representative. 



Lesson 1011 

New Words: jour nal, state ment, publish 
(jiir'nal) (stat'ment) (pub'lish) 

Review Words: procession (996), wedding, photograph (894), account (912), 
mysterious (904), disappeared (904), telegram, importance, interested, 
restaurant (886), advertisement, athletics (863) 
See Suggested Lesson Plan G, page ;>00. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1012 

New Words: gutter, fil thy, nui sance, inspect 
(gut'er) (ffl'thl) (nu'sans) (In-spekt') 

Review Words: gradually (1000), suspicious (1000), odor, disease, spread, 
owner (672), refuse, fault, women (533), obliged, living, typhoid (877), 
mosquitoes, millions 
See § 34, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronimcialion key in Appendix. 

2. 309 



Read pages 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 






Lesson 1013 

New Words: industry, modern, requires 
(m'dus-trf) (m5d'ern) (re-kwirz') 

Review Words: common, interest (912), spirit, respect, contract (903), profit, 
industrious, appreciate (894), capital (889) and labor, proceed (1000) 
with difficulty (1002) 
See § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1014 

New Words: treason, justice, death, dealt 
(tre'zn) (jus'tls) (deth) (dSlt) 

Review Words: treacherous (1001), villain (1001), patriot, battle, desert (681), 
fought, enemy (927), secret (917), hidden, nowhere, discovered, 
surround 
See § 44, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1015 

New Words: punc tu al, punc tu al i ty, reg u lar 
(punk'tu-al) (punk"tu-ari-tl) (reg'u-ldr) 

Review Words: scholar (1004), earnest, satisfied, occasionally (861), knowl- 
edge (1004), application (895), parents, professor, a man of good 
principles (1009), corrected his mistake 

See § 14, Chapter'IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Make appropriate comment on the ease with which one may develop 
habits of carefulness in written work, and the importance of looking over all 
written work before handing it in, and of rereading letters before sending 
them. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

310 



Lesson 1016 

New Words: con quer, con quered, forth 
(kOn'ker) (kon'kerd) (forth} 

Review Words: rushed, siege (1006), ammunition, guard, pursued (992), 
damage, attack, captain, dashed, defend, in vain (1001), destroy (664) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 11, § 12, § 41, Chapter IV, before teaching forth, if this word is 
misspelled in the test. 



Lesson 1017 

New Words: co coa, lunch eon, stew 
(ko'ko) (liinch'un) (stu) 

Review Words: beefsteak, tough, vegetables (570), raspberries, dessert, 
bouquet (769), niece (737), guest (890), linen (1007), crochet (1007 
crocheted, fancy 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1018 

New Words: par don. prayer, ho ly 
(par'dun) (prar) (ho'H) 

Review Words: preacher, missionary (1008), worship, church (601), taper. 

heaven, innocent (1008), attended (900), returned, advice (869), 

absence (812), speak (544) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1019 

New Words: cour age, cour te ous, trait, French 
(kur'aj) (kiir'te-us) (trat) (french) 

Review Words: republic, representative (1009), protect, doubt, forte, hoped, 
region ( 1010), losing, possibly, relieved, disappointed (895), improved 

Dictate in sentences, the words of this lesson and any words misspelled 
ill the test of the preceding lesson. 

Assignment suggestion: Sec Lesson 1020 below. 

l>6oi, toot; found; boil; function; chase; good; joy; then, thick; hw = vvh as in 
when ; zh =/. as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

311 



Lesson 1020 

Make it clear that the responsibility for reviewing words should rest upon 
the pupil. The teacher may do well to suggest the desirability of reviewing, 
from time to time, certain words which are hard; but each pupil must strive 
to overcome his own spelling difficulties. If he is not really interested in over- 
coming his limitations in spelling, it isn't likely to be accomplished. 

Lesson 1021 

New Words: ven ture, a chieve, a chiev ing 
(ven'tiir) (o-chev') (o-chev'mg) 

Review Words: arctic, discover, modern (1013), voyage (1010), pacific, south- 
ern, necessary, principal (472), distance (865), navy, easier, course 

See Suggested Lesson Plan G, page 300. 

See also § 27 and § 28, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1022 

New Words: neigh bor hood, im prove ment, sat is fac to ry 
(na'ber-hood) (Im-prdbv'ment) (sat/'is-fak'to-rl) 

Review Words: gutter, filthy, inspected (1012), exhibit (994), collect (921), 
requires, repaired (919), disappeared (904), usually (861), advise 
(961), thrown out, nuisance (4012) 
Dictate in sentences, the words of this lesson and any word misspelled 

in the test of the preceding lesson. 

Lesson 1023 

New Words: sen si ble, judg ment, di rect 
(sen'si-bl) (juj'ment) (dl-rekt/) 

Review Words: industry, opportunity (1003), superintendent (835), regular 
(1015), special, agreed, bargain (903), strike, dealt, committee (965), 
manufacturing, justice (1014) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

In teaching judgment, if the word has been misspelled, place unusual 
emphasis on the oral drill on g. Stop abruptly after giving the soft sound 
of g, pausing long enough to make it clear that there are four letters in this 
syllable and not five. Never suggest nor refer to any wrong way of spelling 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu: 

312 



this word. Let the drill in the oral and written spelling of this word take 

this form: j-u-d-g — m-e-n-t. Make the pause between .syllables impressive. 

Assignment suggestion: Call attention to the single / in the word cantrol. 

Lesson 1024 

New Words: eon trol, ex cite merit, false 
(kon-troT) (6k-slt'ment ) (fob) 

Review Words: report, treason (1014), death, accused, journal (1011), 
publish, statement, height (993), khaki (996), seize (095), depot, 
freight (952), eighty (993). 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1025 

New Words: custom, cus torn a ry, dictation, definition 
(kus'tum) (kus'tum-a-rl) (dlk-ta'shun) (def'I-nlsh'un) 

Review Words: punctual (1015), perfect (717), polite, excel (995), excellent 
(827), prepared (708), examples, grammar (638), commenced, success, 
deserve, difficulty (1002) 
Dictate in sentences, the words of this lesson, and any words misspelled 
in the test of the preceding lesson. 

Lesson 1026 

New Words: con fess, sor row, dis o bey 
(kon-fes') (s6r'o) (dls"6-ba') 

Review Words: absence (812), punctuality, pardon (1018), anxious (812), 
mistake, ignorant, advice (S69), certain (953), from this time 
forth (1016), have shown (671) him how 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1027 

New Words: noo dies, dump ling, stewed, stew ing 
(ndo'dlz) (dump'lmg) (stud) (stu'fng) 

Review Words: luncheon (1017), cocoa, bacon, catsup, cheap, plenty (671), 
restaurant (886), sandwich (892) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

313 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis, to get suggestions for effective re-teaching of difficidt words in the 
review list in any given lesson. 



Lesson 1028 

New Words: pa tience, en dure, shield, shield ing 
(pa'shens) (en-dur) (sheld) (sheld'mg) 

Review Words: courage (1019), conquer, conquered (1016), prayer, dying, 
holy (1018), village (667), French, upheld, population (099), 
possession (1010), wonderful 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1029 

New Words: feminine, flatter, tact 
(fem'*-nm) (flat'er) (takt) 

Review Words: courteous (1019), repeat, angel (518), no one, guest (890), 
veil (847), wedding, photograph (894), finest gifts (898), natural 
trait 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See §25, Chapter IV. 

Assignment suggestion: Have the word popular used orally in sentences 
by several pupils. Make sure that all members of the class are clear about 
its pronunciation and use. Do not refer to nor suggest any wrong way of 
spelling the word. 

Lesson 1030 

New Words: amusement, popular, society 
(d mtiz'ment) (pSp'u-ldr) (so-sl'e-ti) 

Review Words: excursion, traveler, traveled, motor (767), chauffeur (979), 
puncture (782), carriage (919), journey (814), especially (998), 
scenery (865), nature, choose 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Give the class some practice in looking up words in the dictionary. See 
Exercise IX in the Appendix to this Manual. 

Assignment suggestion : Call attention to and give some drill upon the 
correct pronunciation of impossible. Call attention to ei in deceive. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c8mpare; unit, unite, burn, cut, focus, menu; 

314 



U " pupil who is a good speller is assigned the problem of bringing anotfu r 
pupil who is n poor speller up to standard, and is properly encouraged in his efforts 
and commended for his achievement, much good will result to both. In the process 
of teaching, the former will improve his methods of stud;/, and in (his intimate 
student companionship in study, the latter will gain much from emulating th 
achievements of a fellow student. 



Lesson 1031 

New Words: hon or, de ceive, im pos si ble 

(on'er) (d£-sev) (Im-pos'I-bl) 

Review Words: venture, villain (1001), treacherous (1001), lawyer, 
judge (846), defend, cashier, innocent (100S), arrested, burglar (992), 
jail (561), descend (993) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See Suggested Lesson Plan G, page 300. 

Insist on correct pronunciation of impossible. 

Assignment suggestion: Call attention to correct pronunciation of 
probably. 

Lesson 1032 

New Words: en cour age, ri val ry, prob a bly 
(en-ktir'aj) (rl'val-ri) (pr&b'a-bll) 

Review Words: neighborhood (1022), encouraged, improvement (1022), 
procession (996), develop (998), achieve, arranged (897), spirit, 
earnest, group (848), route, main, proceed (1000) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Insist on correct pronunciation of probably. 

Lesson 1033 

New Words: em ploy, for tu nate, fair ly 
(6m-ploi') (for'tu-nat) (far'll) 

Review Words: factory (839), superintendent (835), interested (1004), 

achieving, tact, direct, knowledge (1004), judgment (1023), a sensible 

(1023) custom, fitted for the position, good business principles (1009) 

Dictate in sentences, the words of this lesson, and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

315 



Lesson 1034 

New Words: can vas, con ven ient, con struct, eas i ly 
(kan'vds) (kon-ven'yent) (kon-strukf) (ez'i-li) 

Review Words: swimming, drowned (618), beach, excitement, customary, 
satisfactory (1022), woolen (743), blanket, a false alarm, launched 
the canoe (657), wasn't an accident (858) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 9, § 10, § 11, § 12, § 41, Chapter IV. 

Lesson 1035 
Divide the class into pairs. Allow each pair to test each other on the 
words in their spelling pockets. The object should of course be to have each 
pupil make a perfect score on the words from his own spelling pocket. 

Lesson 1036 

New Words: con fessed, dis o beyed, sup posed 
(kon-fesf) (dls"6-bad') (su-pozd') 

Review Words: confess, disobey, apologize (945), scholar (1004), speller, 
improved, though (469), meant (512), compare, dictation, definition, 
exercise (717) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1037 

New Words: rec i pe, cus tard, de li cious 

(res'I-pe) (kus'tdrd) (de-Wsh'tis) 

Review Words: sugar (579), chocolate, dessert, flavor, feast, choice (727), 
cereals (703), spoonful 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1038 

New Words: sprain, sprained, suffer, 
(spran) (sprand) (suf'er). 

Review Words: inflamed, patience (1028), endured, arrived (890), shield, 
shielding (1028), protect, using, bandage, linen (1007), bicycle, 
siege (1006), swollen. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menii; 

316 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: Call attention to correct pronunciation of gaycty, 
a three-syllable word. 



Lesson 1039 

New Words: e vent, fes ti val, gay e ty 
(6-v6nf) (f&'tl-val) (ga'e-tl) 

Review Words: society (1030), amusement (1030), feminine, woman (533). 

vain, flatter, couple, group (848), gentlemen, bouquet (769), jewels. 

precious 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1040 

New Words: gymnastic, gymnastics, apparatus, pulleys 
(jlm-nas'tlk) (jhn-nas'tiks) (ap"d-ra'tus) (pdol'Is) 

Review Words: popular (1030), athletic, athletics (1002), muscles (758), 
breathing, control (1024), weight (751), correct, important (836), 
health (819), strength (895), benefit 
See § 18, § 19, § 20, § 21, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Encourage the class to use the method of study and review suggested 
on page 2. 



Lesson 1041 

New Words: for eign er, grate ful, priv i lege 
(f6r'In-er) (grat'ftil) (prlv'i-lej) 

Review Words: region (1019), missionary (1008), courage (1019), encouraged 
(1032), republic (1019), justice (1014), children (156), fortunate 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 9, § 10, § 11, § 12, § 41, Chapter IV, before teaching grateful, if this 
word is misspelled in the test. 

boot, foot; found; boil; functio chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure ; kh = c; loch. See pronunciation key in Appendix. 



Lesson 1042 

New Words: ten nis, op po site, op po nent 
(ten Is) (5p'6-zlt) (6-po'nent) 

Review Words: honors (1031), rivalry, athletic, tried (330), where (122), 
between (362), sport, Thursday (303), holiday (342), single, double 
(393), forty (399), the side that won, upon coming here 
See § 25, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1043 

New Words: dis pute, set tie, or gan ize, or gan ized 
(dls-put) (s6t'l) (6r'gan-Iz) (or'gan-izd) 

Review Words: employed, advised (961), deceived (1031), easily (1034), 
fairly, probably (1032), industry, modern, regular (1015), repre- 
sentative (1009), committee (965), independent (970) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1044 

New Words: cen tral, en trance, el e va tor 
(sen'tral) (en'trans) (eTS-va"ter) 

Review Words: punctual, promised (416), disappointed (895), convenient 
(1034), inquire (841), anxious (812), weren't, there (318), until (411), 
Tuesday (301), forenoon (386), minutes (402) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1045 

New Words: grumble, impatient, stubborn 
(grum'bl) (Im-pa'shent) (stiib'ern) 

Review Words: nuisance (1012), thought (341), allowed (334), disobeyed, 
motor (767), isn't (395), couldn't (381), maybe (379), was thrown off, 
sprained (1038) his ankle 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Make appropriate comment on the desirability of following literally the 
directions given on the spelling pocket. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

318 



Lesson 1046 

New Words: omit, omitted, regret, regretted 
(6-mrt') (6-mit'ed) (rg-greV) (rg-greTed) 

Review Words: confessed (103G), supposed (1036), treason (1014), pardon, 
judgment (1023), impossible (1031), journal, statement 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 25, Chapter IV. 

Lesson 1047 
New Words: liq uid, mold, strain 
(llk'wid) (mold) (stran) 

Review Words: custard, delicious, raspberries, recipe (1037), weigh (751), 
scales, half, enough (366) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1048 
New Words: crip pie, wheeled, un a ble 
(crlp'l) (hweld) (un-a'bl) 

Review Words: suffered, improved, grateful, crutches, dropped (308), stopped 
(308), doctor (233), hospital, necessary, cause, engine (401), 
caught (422) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1049 

New Words: social, occasion, opera 
(so'shal) (6-ka'zhun) (6p'er-d) 

Review Words: event, festival (1039), gayety (1039), curtain (514), aisle, 
finally (599), musician, program, gathered, audience, courteous 
(1019), appreciate (894) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1050 

In general, the test of the relative difficulty of words is the comparative 
frequency with which they are misspelled in writing. The test of the relative 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

319 



difficulty of a given list of words for any individual pupil, is the comparative 
frequency with which he misspells the words of this list, in spontaneous letter 
writing or other written composition. 

For the test in this lesson, select six pupils to dictate one sentence each, 
using one or more hard words from page 14 in the text. 



Lesson 1051 

New Words: ma chin ist, thorough, experience 
(md-shen'Ist) (thur'6) (gks-pe'rl-ens) 

Review Words : furnace (489), satisfactory, inspect, steam, pulleys, leather, 
loose (509), wrench, tools, apparatus (1040), elevator (1044), 
machinery (844) 
See Suggested Lesson Plan G, page 300. 

Dictate, in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1052 

New Words: Russian, Spanish, Scotch 
(rush 'an) (spiin'Ish) (sk8ch) 

Review Words: foreigner (1041), privilege (1041), . country (234), sepa- 
rate (416), organize (1043), society (1030), neighborhood, improve- 
ment (1022), people (149), population (999) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

In oral spelling, have pupils say: Capital R-u-s — s-i-a-n, etc. 

Lesson 1053 

New Words: advantage, rival, splendid 
(dd-van'taj) (ri'val) (splen'dld) 

Review Words: opposite (1042), tennis, opponent (1042), permit, achieve, 
deliver, Wednesday (302), neither (359), assistance (863), farther 
(288), straight (405), guard 
Dictate in sentences, the words of this lesson and an}- words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: Give considerable attention to the correct 
pronunciation of immediately. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

320 



Lesson 1054 
New Words: ex pense, im me di ate ly, re duce 

(6ks-pens') (I-me'dl-at-lT) (re'-dus') 

Review Words: sensible, grumble, dispute, earned, afford (915), spend, nickel 
(277), borrowed, debt, cereals, groceries, articles (831) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: Call special attention to correct pronunciation 
of gallery and occupy. 

Lesson 1055 
New Words: con cert, gal ler y, oc cu py 

(kon'sert) (gal'er-I) (6k'u-pl) 

Review Words: opera, entrance, theater, admission, cheap, afford, attended, 
occasionally (861), central, program 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Try to make every pupil realize that his spelling difficulties are his own 
personal problems. 

Assignment suggestion: Teach the word mischievous. Both second and 
last syllables are difficult for many people. Be particularly careful of the 
pronunciation. 

Lesson 1056 

New Words: non sense, mis chie vous, pro voke, pro voked 
(nSn'sens) (mls'chi-vus) (pro-vok') (pro-vokf) 

Review Words: mischief (838), confess, regret, patient, impatience, tact, 
mirror, bureau (701), painted, bored, hole, won't (293) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1057 

New Words: import, extract, vanilla 
(Im'p5rt) (eks'trakt) (vd-nll'd) 

Review Words: export, supply, raised, wheat, tobacco, cotton (501 \ 
liquid (1047), copper, different, commerce (925), countries (648), ma- 
chinery (844) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

321 



See § 25, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1058 

New Words: drawn, cramp, cramped, lain 
fdron) (kramp) (krampt) (Ian) 

Review Words: cripple, shield, torture, shoulder, ache (327), hasn't, faint, 
unable, had lain there since, had scarcely (717) raised 

See § 9, § 10, § 11, § 12, § 41, Chapter IV, in regard to lain. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1059 

New Words: strug gle, strug gled, se vere 

(strug'l) (striig'ld) (sS-ver') 

Review Words: stubborn, shielding, strain, elbow, prairie, broad, animal (439), 
wild, traveler, attacked (931), conquered 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1060 

New Words: wreath, fra grant, with er, de cay 
(reth) (fra'grant) (wlth'er) (de-ka') 

Review Words: omit, omitted (1046), beautiful (422), blossoms, odor, 
gathered, fastened, decorated, probably (1032), arranged (897) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Conduct a short drill on the use of the dictionary as a handbook for the 
meaning of words. See Exercise IX in the Appendix to this Manual. 

Lesson 1061 

New Words: wid ow, or phan, mourn ing 
(wld'6) (or'fan) (morn'Ing) 

Review Words: experience (1051), assistance (863), death, gifts, either, least, 
collect, enclosed (922), grateful, clothing, folks, relieved 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c8mpare; unit, unite, burn, cut, focus, menu; 

322 



Before teaching mourning, if this word is misspelled, see § 9, § 10, § !1, 
§ 12, §41, Chapter IV. 

Assignment suggestion: Call particular attention to the correct pro- 
nunciation of the words pronunciation and particular. 

Lesson 1062 

New Words: pronunciation, proper, particular 
(pr6-nun"sl-a'shun) (prSp'er) (par-tlk'ii-h/r) 

Review Words: Russian, Scotch, Spanish, attempt (917), dictation, beginning 
(272), error, aloud, can't (409), again, tried, learned 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Give special attention to drill on correct pronunciation of the word 
pronunciation and particular, if these words are misspelled in the test. 

Lesson 1063 

New Words: miser, shrewd, saving 
(miz'er) (shrood) (sav'Ing) 

Review Words: expense, reduce, machinist, can't, afford, account, bargain, 
cheap, articles, debt, receipt, easily (1034) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1064 

New Words: deal, deal ing, hon es ty, im per a tive 

(del) (del'ing) (on'es-ti) (Im-per'd-tlv) 

Review Words: honest, thorough (10.51), advantage, answered, rival, deceived 
(1031), advertisement (863), application (895), respectfully, write, 
reference (944), business (414) 
See § 25, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1065 

Impress upon pupils that every review of this kind is conducted for the 
purpose of giving each pupil additional opportunity for mastering his own 
spelling difficulties, to the end that he may ultimately become letter perfect 
in all his written work. 

Assign in pairs, pupils who have words in their spelling pockets, and have 
(hem drill and test each other on the words thus selected. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

323 



Lesson 1066 

New Words: guitar, violin, stage 
(gi-tar') (vl"6-lin') (staj) 

Review Words: occupy, immediately (1054), splendid, concert, gallery, 
gayety, honor (1031), excel, exhibit, audience, musician, popular 
(1030) 
Dictate in sentences, the words of this lesson and any other common 
words which have recently been misspelled by members of the class. 

Assignment suggestion: Drill for a couple of minutes on the correct 
pronunciation of ridiculous. Give special attention to the sound of i in the 
first syllable. 

Lesson 1067 

New Words: cu ri os i ty, hint, ri die u lous, heard, ru mor 
(ku"rl-5s'l-ti) (hint) (ri-dlk'u-lfis) (herd) (roo'mer) 

Review Words: nonsense, mischievous (1056), provoke, confessed, guess (432), 
guessed, source, believe (374), heard the rumor, maybe, wasn't true 

Dictate in sentences, the words of this lesson and any words misspelled in 
the test of the preceding lesson. 

Insist on the distinct enunciation of the correct sound of i in the first 
syllable of ridiculous. If heard is misspelled, see § 41, Chapter IV. 

Assignment suggestion : Call attention to generally. Emphasize correct 
pronunciation. 

Lesson 1068 

New Words: head ache, cam phor, gen er al ly 
(hgd'ak) (kam'fer) (jgn'er-al-i) 

Review Words: cramp, severe (1059), suffer, inflame, remedy, extracted,' 
medicine, dose, had lain, basin, bandage, sure 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Insist on the correct pronunciation of generally. 

Lesson 1069 

New Words : griz zly, f u ri ous, huge, gaping 
(grlz'li) (fu-ri-us) (huj) (gap'mg) 

Review Words: steel, trap, struggle, provoke, seized (995), sprained, attempt, 
impossible (1031), afraid, surely 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

324 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1070 

New Words: arbor, twine, shears, tying 
(ar'ber) (twin) (sherz) (ti'fng) 

Review Words: wither, decay, festival, especially, peony, fragrant, shrub, 
height (993) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See Development of a Spelling Conscience, page 24. 

Lesson 1071 

New Words: cas ket, cem e ter y, tomb 
(kas'ket) (sSm'S-ter-I) (toom) 

Review Words: wreath (1060), funeral (936), widow, orphan, grief, mourning, 
carriage (919), entrance, attended (900), buried (732) 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Before teaching cemetery see § 14, Chapter IV, and also see § 25, Chapter 
IV, before teaching tomb, if these words are misspelled in the test. 

Lesson 1072 

New Words: parrot, talkative, amuse, amusing 
(par'irt) (tok'd-tlv) (ci-muz') (d-muz'Ing) 
Review Words: pronunciation (1062), ridiculous (1067), chattering, sense, 
proper, dumb, perched, headache, provoked, neighbors (449), 
impatient, welcome (1045) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1073 

New Words: jury, witness, trial 
(jdo'ri) (wft'nes) (tri'al) 

Review Words: villain (1001), miser, shrewd (1063), lawyer, opponent (1042), 
privilege (1041), curiosity, rumor (1067), interested, justice (1014), 
innocent (100S), pardon 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

22 325 



Lesson 1074 

New Words: deal er. poul try, beau ties 
(del'er) (pol'tri) (bu'tlz) 

Review Words: deal (1064), dealing, customer, honesty (1064), willing, 
obliged, occasionally, particular (1062) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1075 

New Words: com pli ment, "re ward, suit a ble 
(kSm'plI-ment) (re-word') (sut'd-bl) 

Review Words: social (1049), occasion (1049), guitar (1066), violin, omit, 
omitted (1046), would (198), regret, foreigner (1041), judgment (1023) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 9, § 10, § 11, § 12, § 41, Chapter IV, before teaching compliment, 
if this word is misspelled in the test. 

Impress upon every pupil the fact that his spelling difficulties are his 
own personal problems. Commend the consistent and persistent use of the 
spelling pocket. 

Lesson 1076 

New Words: os trich, fe male, co co nut 
(oVtrfch) (fe'mal) (ko'ko-nut) 

Review Words: huge, eggs, gaping, mouths, came, forth, their, feathers, 
remain, usually (861), laid in the sand of the desert 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1077 

New Words: yeast, in di ges ti ble, knead 
(yest) (In"dl-jgs'tl-bl) (ned) 

Review Words: flour, biscuits, bread, stewed, stewing, sieve, tough, recipe 
(1037), saving, lard, mold (1047), vanilla, liquid (1047) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 24, § 26, § 27, Chapter IV, before teaching indigestible, and also 
see § 9, § 10, § 11, § 12, before teaching knead, if these words are misspelled 
in the test. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, .edge, novel, refer; 
right, sin; cold, obejr, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

326 



Rmd page* 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 1078 

New Words: consider, considered, tuberculosis, contagious 
(kon-sld'er) (kon-std'erd) (tu-bur"ku-l6'sls) (kon-ta'jus) 

Review Words: supposed (1040), imperative (1004), generally (1008), develop, 
siege, stubborn, cough, pneumonia (878), disease, among (244), have 
to, doesn't (395) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1079 

New Words: trem ble, treni bled, fear 
trem'bl) (trem'bld) (fer) 

Review Words: grizzly, pursued, animal (439), furious, fierce (481), shrieked 
strain, great 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1080 

This lesson marks the completion of the first half of the year's work. 
[f there should be any time left before the close of the semester, the teacher 
may well conduct a comprehensive review of the difficult words thus far taught 
in this grade. See § 42, § 43, Chapter IV. 

Lesson 1081 

New Words: ce dar, en tire ly, bor der 
(se'der) (en-tlr'H) (bor'der) 

Review Words: arbor, parallel, tomb, cemetery (1071), width, forty, wide, 
construct, expense (1003), straight through, came there 

See Suggested Lesson Plan G, page 300. 

Suggested dictation: Two parallel rows of cedars, forty feet tall, formed a 
border for the wid> road which ran straight through the cemetery. Many people 
came tht /•< daily — some entirely out of curiosity — to visit the tomb of the general. 
An arbor the width of the road had been constructed at great expense. 

See § 9, § 10, § 11, § 12, § 41, before teaching border, if misspelled in the 
teat. 

boot, foot; found: boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation hey in Appendix. 

327 



Lesson 1082 
New Words: lock et, val u a bles, spar kle 
(lok'St) (v&Tu-d-blz) (sparTcl) 

Review Words: casket, jewels, gifts, presents, niece (737), given, to-night, 
precious, birthday 

See Suggested Lesson Plan G, page 300. 

Suggested dictation : The old gentleman is giving a birthday party for his 
niece to-night. He has already given her many costly presents. Among his 
gifts are a locket set with stones that sparkle in the sunlight, a casket filled with 
precious jewels, and a iiny safe in which to keep these valuable*. 

Dictate also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1083 

New Words: flight, oc cur, occurred 
(flit) (6'kur') (6-kurd') 

Review Words: witness, airplane, trial, descend (993), experience (1051), 
voyage, region, prairie (669), level, difficulty (1002), courage, 
splendid 

See Suggested Lesson Plan G, page 300. 

Suggested dictation: I had the good fortune to see the trial flight of the 
airplane. It occurred at sunset. It was a splendid spectacle to ivitness. This 
experience is one I shall long remember. People said that it would require 
considerable courage to descend, even though the region where the descent was to 
be made was a level prairie. However, the landing was made without diffi- 
culty, and the pilot soon was ready for another voyage through the skies. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1084 

New Words: out rage, com mit, re cent ly 
(out'raj) (ko-mlt') (re'sent-ll) 

Review Words: severe (1059), struggle, thorough (1051), search, considered, 
innocent (1008), officer, arrest, immediately (1054), treacherous, 
coward 
See Suggested Lesson Plan G, page 300. 

Suggested dictation: It did not seem possible that any one could commit 
such an outrage. A thorough search of the neighborhood was made imme- 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

328 



diately. The officers, after a severe struggle, arrested a treacherous looking and 
cowardly fellow who had recently been seen in the village. His release is not 
considered probable. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1085 

New Words: de bate, dis a gree, doubt less 
(de-bat ') (dls"d-gre') (dout'les) 

Review Words: jury, judge, judgment (1023), proceed, consider, decide, sense, 
doubt, probably, speaking, further, express 

See Suggested Lesson Plan G, page 300. 

(On the assumption that the teacher has become thoroughly familiar 
with Suggested Lesson Plan G, less frequent reference will be made to it 
from this point on.) 

Suggested dictation : It would probably have required both a judge and a 
jury to decide who won the debate. Even then, a jury would doubtless have 
disagreed. Members of both teams were overheard to express doubt that 
fair judgment could be passed, unless they should be allowed to proceed further 
with their arguments. It was the sense of all present that this speaking 
contest must be considered a failure. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Refer pupils to page 2 for a definite answer to the questions printed in 
line border under this lesson in their textbooks. 

Lesson 1086 

New Words: milliner, millinery, satin, velvet 
(mfl'I-ner) (mll'I-ner-I) (sat'm) (v6l'v6t) 

Review Words: dealer, samples, ostrich, beauties, veil, tying, madam, bought, 
suitable (1075) material, stand wear (181) and tear (409) 

See § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: Make sure that pupils pronounce introduce 
correctly. Drill particularly on the first two syllables. 

Lesson 1087 

New Words: cor dial ly, in tro duce, en ter tain 
(kor'jal-I) (In"tro-dus') (6n"ter-tan') 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pron unciation key in Appendix. 

329 



Review Words: talkative, compliment (1075), social, visitor, friend, remark, 
grammar (638), composition, mischievous (1056), good-by 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1088 

New Words: house keep er, help er, chores, help ful 
(hous'kep"er) (help'er) (chorz) (help'fool) 

Review Words: sieve, yeast (1077), knead (1077), poultry (1074), plump t 
twine, basin, parrot, female, apparatus (1040), shears (1070), con- 
venient (1034) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1089 

New Words: victim, pitiful, moaned 
(vlk'tlm) (plt'I-fool) (mond) 

Review Words: disease, contagious, fever, nurse, thirsty, trembled, broth, 
typhoid 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: See § 9, § 10, § 11, § 12, § 41, Chapter IV, and 
make application to first two words in Lesson 1090. 

Lesson 1090 

New Words: proph et, proph e cy, fu ture, hopp ful 
(prof'et) (prof'g-sl) (fu'tur) (hop'fool) 

Review Words: know (124), believe (374), certainly (933), to-morrow, 
trouble (663), missionary (1008), coining, forward 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Explain to pupils just why the list in the spelling pocket should be reduced 
as rapidly as possible, especially when new additions are made. The list must 
be short enough to make intensive review possible. 

Lesson 1091 

New Words: va cant, lone ly, ech o, ech oes 

(va'kant) (lon'li) (gk'o) (8k'6z) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c&mpare; unit, unite, burn, cut, focus, menu; 

330 



Review Words: eaves, decay, hidden, stream, border, searched (823), dim, 
secret (917), awful, mysterious (904), entirely, frightened (312) 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson 

Lesson 1092 

New Words: par eel, de liv er y, de lay 
(par'sel) (d<Miv'er-I) (dS-la') 

Review Words: locket, valuable (1082), recently (1084), anxious (812), error, 
gifts, beginning (272), contained (815) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1093 

New Words: ti tie, ty rant, roy al 

(tl'tl) (ti'rant) (roi'al) 

Review Words: victim, outrage, commit, flight, imperative (1064), therefore, 
abused, cruel (902), furious (1079), crown, loss, right 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1094 

New Words: dye, dye ing, streaked, be came 
(dl) (dl'Ing) (strekt) (bg-kam') 

Review Words: milliner, millinery, satin, sparkle, wreath, mourning, helper, 
particular (1062) 

See § 9, § 10, § 11, § 12, § 41, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the t^st of the preceding lesson. 

Lesson 1095 

A review of this kind should be so conducted as to impress upon each 
pupil the fact that words which are easy for another may be hard for him; 
and also that every hard word must be reviewed again and again if spelling it 
correctly is to become a fixed habit. 

Assignment suggestion : Don't mispronounce forgotten for the sake of 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

331 



making its spelling easier. The second t is silent. See § 25, Chapter IV. 
Emphasize the fact that recoiled is re+collect. See Exercise VIII in Appen- 
dix to this Manual. 

Lesson 1096 

New Words: reunion, former, forgotten, recollect 
(rg-un'yun) (for'mgr) (f5r-got'n) (rek"6-lekt') 

Review Words: annually, occur (1083), entertain, birthday, February (449), 
occurred (1083), honor (1031), society, cordially, guitar, athletics, 
khaki (996) 
Dictate in sentences, the words of this lesson. 

Lesson 1097 

New Words: wring, wring er, sink 
(ring) (ring'er) (sink) 

Review Words: laundry, machine, electric, sheets, linen (1007), clothes, 
doubtless, helpful, generally (1068), chores, regular, busy (168) 

See § 25, Chapter IV; also § 9, § 10, § 11, § 12, § 41, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1098 

New Words: veins, thirst, palm 
(vanz) (thurst) (pam) 

Review Words: moaned, hopeful, pitiful, measles, breath, steady, stomach, 
hospital, typhoid, pneumonia (878), temperature (882), impos- 
sible (1031)' 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1099 

New Words: congress, govern, support 
(kSn'gres) (guv'ern) (su-port') 

Review Words: introduce (1087), debate, articles, dealing, proper, disagree, 
union, scheme, sound principles (1009), the national capital (889) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 



Lesson 1100 

New Words: an nex, ter ri to ry, neigh bor ing 
(a-ngks') (ter'I-to-rl) (na'ber-mg) 

Review Words: future, tyrant (1093), rumor, treason, royal, treasure, 
cities (889), navy 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Ask the pupils of the class to answer each for himself the question, "Have 
I a good 'spelling conscience'?" 

Lesson 1101 

New Words: horror, im ag i na rv, timid 
(hSr'er) (I-maj 'I-na-ri) (tlm'Id) 

Review Words: lonely, vacant, tremble, cemetery (1071), echoes, deceived 
(1031), breathed, scarcely (817) 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1102 

New Words : f re quent, wor ry ing, fail ure 
(fre'kwent) (wur'I-Ing) (fal'ur) 

Review Words: delay, delivery, forgotten, honesty, supposed (1046), loss, 
telegraph, forty, sometimes, fixing, blame, omitted 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1103 

New Words: chap ter, top lc, twen ti eth 

(chap'ter) (tSp'Ik) (twen'«-6th) 

Review Words: title, author, former, pirate, beach, disappeared, treasure, 
mysterious, hidden, occasion (1049), disappointed, sorrow 
Dictate in sentences, the words of this lesson and an}- words misspelled 
in the test of the preceding lesson. 

Lesson 1104 

New Words: twi light, si lent, peace ful 
(twl'llt") (silent) (pes'fool) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation ley in Appendix. 

333 



Review Words: cloud, autumn, height, pacific (999), dye, dyeing, color,, 
streaked 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1105 

New Words: climate, temperate, torrid 
(kli'mat) (tem'per-at) (tor'Id) 

Review Words: cyclone, temperature (882), lightning, cities, damage, terrible 
(902), August, fourth (445), Wednesday (302), blown, wheeled, 
became 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Quote the "spelling proverb": "The waste basket may hide your mis- 
spelled words but it will not correct your habits of misspelling these words." 

Lesson 1106 

New Words: effort, united, persuade 
(ef'Srt) (u-nlt'ed) (per-swad') 

Review Words: congress, support (1099), govern, annex, territory, neighboring, 
trial, control, decide, national, independence, reunion 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1107 

New Words : re frig er a tor, fau cet, en am el 
(r£-frlj'er-a"ter) (fo'set) (gn-am'el) 

Review Words: apron, wringer, sink, clear (225), should (196), wear, yeast, 
bread (322), knead, thirst, poultry (1074), parcel 

See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1108 

New Words: skeleton, human, wretched 
(skSl'e-tun) (hu'man) (r6ch'6d) 

Review Words: veins (1098), palm, trembled, tuberculosis, missionary, 
possession (1010), wring (1097), tears 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

334 



It may ojttn be advantageous to look up the lessons indicated by numbers in 
parenthesis to git suggestions for effective ve-teaehing of difficult words in the 
reiiew list in any given lesson. 



Lesson 1109 
New Words: filing, system, complete 
(filing) (sfa'tem) (kom-plef) 

Review Words: account, balanced, typewriter, writing, cashier, recol- 
lect (1096), receipt (907), signed, business (414), secretary (835) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1110 

Reread Special and Individual Spelling Needs, page 26, and in class, 
develop the idea that each individual pupil may well learn how to supplement 
his basal spelling vocabulary, through the mastery of an efficient method for 
studying new words which he may have occasion, from time to time, to learn 
for temporary or permanent use. 

Lesson 1111 

New Words: dis charge, dis hon est, dis grace 
(dls-charjO (dls-on'gst) (dls-gras') 

Review Words: valuable (1082), articles, possession (996), failure, worrying, 
recently, grief, shrewd (1063), occur, thief (788), steal, deny 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words m sspelled 
in the test of the preceding lesson. 



Lesson 1112 

New Words: car tridge, e mer sen cy, sup plied 
kar'trTj) (e-mur'jen-sl) (su-plid') 

Review Words: peaceful, silent (1104), frequent, soldiers, surround, attacked, 
station, conductor, captain (815), opposite (1042), outrage, flight 

See § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick: hw = whas in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

335 



Lesson 1113 

New Words: shud der, shud dered, ob ject, hor ri ble 
(shtid'er) (shud'erd) (ob'jekt) (hor'I-bl) 

Review Words: twilight, lonesome, timid, afraid (294), villain (1001), 
seized (995), imaginary (1001), occurred (10S3) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1114 

New Words: in elude, in dex, sum ma ry 
(In-klood') (m'deks) (sum'd-rl) 

Review Words: chapter, topic, catalog, reference, magazine, usually (861), 
events, current 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: Call attention to the fact that disagreeable is 
agreeable with the prefix dis placed before it. 

Lesson 1115 

New Words: sleet, dis a gree a ble, driz zle 
(slet) (dJs"d-gre'd-bl) (driz'l) 

Review Words: climate, temperate, pneumonia (S78), wretched (1108), 
sweater, February, twentieth, fifth (756) 

See Exercise VIII in the Appendix to this Manual. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Make appropriate comment on the necessity (as indicated in the text) for 
practice in writing words in sentences, in order to accomplish, as a result, the 
spontaneous use of words correctly spelled. 

Lesson 1116 

New Words: entire, district, urge 
(6n-tir') (dls'trlkt) (urj) 

Review Words: effort, united, complete, jury, reward, suitable, elected (965), 
their, committee (965), governor (649), popular, candidate (959) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, memi; 

336 



Lesson 1117 

New Words: ti dy, house hold, cozy 
(tl'dl) (hous'hold) (ko'zl) 

Review Words: bureau, servant, crochet (1007), radiator (6S2), refrigerator, 
systems (1109), current, electric, candles, faucet, enamel, don't 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1118 

New Words: interrupt, discuss, instantly 
(tn"te-rupt/) (dls-kus') (In'stant-ll) 

Review Words: persuade (1118), object, speaking (1085), impatient, speech, 
guest, mention (841), introduce, judge, chief (667) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1119 

New Words: dwarf, peculiar, scarcely 
(dworf) (pe-kid'yar) (skars'li) 

Review Words: museum, catalog, parrot, skeleton (1108), described, roy- 
al (1100), woolly, clothing (389) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1120 

See The Four Vocabularies, pages 2 and 3. Develop in class the ideas 
contained therein as an answer to the questions printed in line border in the 
pupils' text. 

Inspect the words written on the list in each pupil's spelling pocket. 

Lesson 1121 

New Words: truthful, falsehood, examine, contrary 
(trooth'fool) (fols'hoodj (eg-zam'In) (kon'tra-ri) 

Review Words: dishonest, disgrace, punctuality (1026), experience (10.")1), 
admit, dismiss, repeat, truly, ridiculous (1067), on the contrary, 
deceived (1031) 
See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure : kh = ch as in loch. See pronunciation key in Appendix. 

337 



Lesson 1122 

New Words: weapon, moment, flash, whizzed 
(wep'un) (mo'ment) (flash) (hwlzd) 

Review Words: discharge, cartridge (1112), echo, district, entire, territory, 
surround, immediately (1054), sword, emergency, terrible (902) 

See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1123 

New Words: im mense, coiled, striped 
(I-mgns') (koild) (stripd) 

Review Words: horrible, shuddered, examined, streaked, veins, contract, 
scales, tough 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1124 

New Words: driz zling, snow y 
(drlz'lmg) (sno'I) 

Review Words: furious (1079), severe (1059), sleet, February, collar, sweater, 
umbrella (461), canvas (1034) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1125 

Divide pupils into pairs. Have pupils of each pair test each other on 
their misspelled words — the words kept on review lists in their spelling pockets. 

Lesson 1126 

New Words: stare, stared, rude, resent 
(star) (stard) (rood) (re-s6nf) 

Review Words: interrupt (1118), disagreeable (1115), snub, snubbed, don't, 
urge, respect, jealous, too saucy, There is no excuse (283). 

See § 9, § 10, § 11, § 12, § 41, Chapter IV. 

Dictate in phrases or sentences, the words of this lesson. 

Assignment suggestion: See § 13 and § 14, Chapter IV, and make applica- 
tion to embroidery; also see § 9 and § 10, Chapter IV, for suggestion applicable 
in teaching and reviewing effect. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu: 

338 



Pupils can be, and usually are, very helpful to one another in drill and review 
and in testing on individual words, if they are encouraged to assist one another 
and if they are commended for so doing. 



Lesson 1127 

New Words: cush ion, em broid er y, ef feet 
(koosh'un) (em-broid'er-I) (6-fekf) 

Review Words: tidy, cozy, crocheted (1007), examined, velvet, initial, piece, 
plush 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1128 

New Words: cancel, cancellation, factor 
(kan'sel) (kan"se-la'shun) (fak'ter) 

Review Words: index, summary, settled, forgotten, guess (432), guessed, 
eraser, support, knew (337) where the error had been made 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1129 

New Words: sphere, sur face, curved 

(sfer) (sur'fas) (kurvd) 

Review Words: halves, fourth (445), break, separate, different, beginning, 
central (1044), figure (464) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1130 

New Words: mus tache, fea tures, home ly 
(mus-tash') (fe'turz) (hom'll) 

Review Words: peddler, dwarf, foreigner, recollect, instantly (1070), cordially, 
peculiar (1119), supplied, a hoarse (522) voice, a pair of trousers (832) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Call the attention of the class to what is printed in the line border at the 
bottom of page 30 in their textbooks. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

339 



Lesson 1131 

New Words: breadth, depth 
(brgdth) (dgpth) 

Review Words: tools, cement (951), fountain, broad, liquid (1047), filmy, 
form, mold (1047), height (993) 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1132 

New Words: deed, evil, hinder 
(ded) (e'vl) (hm'der) 

Review Words: weapon (1122), timid (1113), dared, forward, truthful, 
generally (1068), express, dared, engineer, excursion, Wednesday, 
conductor 

Dictate in sentences, the words in this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1133 

New Words: wres tie, wres tling, wres tier 
(res'l) (res'lmg) (res'ler) 

Review Words: immense (1123), athletic, title (1103), moment, coiled, whizzed, 
candidate, photograph 

See § 25, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1134 

New Words: drought, sprin kle, sprinkling 
(drout) (sprln'kl) (sprln'klmg) 

Review Words: seven, scarcely, drizzle, torrid, temperate, temperature (882), 
thirst, worrying, wretched, crops, agriculture, fertile 

Dictate in sentences, the words in this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1135 

New Words: pee vish, con tin u al ly, wrin kles, com plain 
(pe'vlsh) (kon-tm'u-al-I) (rin'klz) (kom-plan') 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

340 






Review Words : imaginary, contrary, persuade (HOG), rude, frown, brow, 
homely, falsehood, effect (1127), didn't, shed, tears 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Give several illustrations of the correctness of the statement printed in 
line border at the bottom of page 31 in the pupils' texts. 

Lesson 1136 

New Words: star ing, vul gar, of fend 

(stfir1ng) (vul'gdr) (6-fend') 1 

Review Words: stare, stared, resent, object, beggar, mustache, wonder, 
group (848) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1137 

New Words: skirt, ruffle, muslin 
(skurt) (ruf'l) (muz'lm) 

Review Words: petticoat, embroidery, snowy, striped, a great deal (1064) of 
work, too coarse (842) 
Dictate in sentences, the words of this lesson, and any words misspelled 
in the test of the preceding lesson. 

Lesson 1138 

New Words: di vi sion, dividing, dividend 
(dl-vlzh'un) (dl-vldlng) (dlvl-dend) 

Review Words: cancel, cancellation, factor, allowed (334), almost (115), 
always (193), awfully, because (210) 

See § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1139 

New Words: di a gram, ac cu rate, care ful ly 
(di'd-gram) (ak'u-rat) (kar'fool-I) 

Review Words: surface (1129), curved, opposite (1042), parallel (903), differ- 
ence, compare, barrel, easily (1034) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. ^__ 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

23 341 



Lesson 1140 

Reread pages 2 and 3 and explain the several vocabularies to the class. 
Call on several pupils to give answers to the first question printed in line 
border on page 32 in their texts. 

Lesson 1141 

New Words: whol ly, un con scious, re cov er 
(hol'll) (un-k6n'shus) (rg-kuv'er) 

Review Words: cushion, wrestler, basin, sprinkle, coarse (842), towel, deed, 
breathe (507) 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1142 

New Words: trick le, moist, ooze 
(trJk'l) (moist) (ooz) 

Review Words: drought, orchard, surface (1129), fertile, creek, shallow, 
source (890), requires (1022) 

See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1143 

New Words: glyc er in, syr inge, gar gle 
_j_ (ghs'er-In) (slr'uij) (gar'gl) 

Review Words: throat, hoarse (522), sure, remedy, licorice, vaseline, 
ache (327), hinder, complain (1135), continually 

The word glycerin is a very troublesome one. Give it emphasis in study 
and review. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1144 

New Words: you'll, request, permit 

(yoo'l) (re-kwesf) (per-mlf) 

Review Words: excuse, please, respectfully, privilege (1041), trouble, occa- 
sion (1049), didn't (395), mention 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

342 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion : Call attention to dissatisfied = dis + satisfied. 

Lesson 1145 

New Words: conduct, selfish, .complaint, dissatisfied 
(kSn'dukt) (seTflsh) (kSm-plant') (dls-sat'Is-fld) 

Review Words: staring (1126), vulgar, offend, interrupt, peevish, disagreeable, 
elbow, sprained (1038) 

See Exercise VIII in the Appendix to this Manual. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1146 

New Words: rack et, loud ly 
(rak'gt) (loud'll) 

Review Words: usually, echoes (1101), silent, mischief (838), mischie- 
vous (1056), motor (767), gasoline (767), chauffeur (979), athletics 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1147 

New Words: ging ham, tape, overlap, seam 

(glng'am) (tap) (o"ver-lap') (sem) 

Review Words: skirt, muslin, collar, sleeves, pattern, scissors, breadth, 
wrinkle, a neat seam, don't tear it 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 9, § 10, § 11, § 12, § 41, Chapter IV, for suggestions applicable 
in teaching and reviewing seam. 

Lesson 1148 

New Words : tri an gle, ra ti o, ra di us 

(tri'an"gl) (ra'shl-o) (ra'di-us) 

Review Words: principal, interest, dividend, notice, solved, determined, 
practice, accepted 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

343 



Lesson 1149 

New Words: sci enee, dis tant, tel e scope 

(si'ens) (dfe'tant) (tel'e-skop) 

Review Words: sphere, diagram, earth, division, entire, peculiar, accurate 
(1139), thorough (1051), judge (846), apparatus, professor, reference 
Dictate in sentences, the words of tins' lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1150 

New Words: ac id, de stroyed, trace 
(aVld) (de-stroid') (tras) 

Review Words: contained, supplied (1130), poison, liquid (1047), carefully, 
severe (1059), evil, effects (1127) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Have pupils look up in the dictionary the correct pronunciation of all of 
the words given in the line border paragraph on page 34 in their texts. 



Lesson 1151 

New Words: weird 
(werd) 

Review Words: seize (995), deceive (1031), height (993), eighty (993), receipt, 
receive, foreigner (1041), neighborhood (1022), veins (109S), already 

See Suggested Lesson Plan G, page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1152 

New Words: snail, hor rid 
(snal) (hSr'Id) 

Review Words: easily (1034), nature, timid (1113), possession (1010), 
impossible (1031), temperature, torrid, justice (1014), principles 
(1009) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

ate, senate, rare, cat, local, far. ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

344 



Lesson 1153 
Review Words: mischief, siege, achieve, inconvenient, impatient (1045), 
niece (737), shield (1028), sieve,' grief, mischievous (1056)., patience 
(1028), audience, society (1030), supplied (1130), believe 
Dictate in sentences, the words o! this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1154 

New Words: mod est, blushed, crim son 
(m6d'est) (blushd) (krlm'zn) 

Review Words: request, permit (1144), truthful, supposed (1046), beauty, 
shy, family, photograph (894) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1155 

Reread .4 Banal Spelling Vocabulary and Special ami Individual Spelling 
Needs, page 26, and interpret the context to the class. 

Lesson 1156 

New Words: tube, tur pen tine 
(tub) (tiVpen-tln) 

Review Words: linen, syringe, gargle, glycerin (1143), alcohol (942), medicine, 
tongue, shoulder, blade] 

Dictate in sentences, the words of this lesson. 

Lesson 1157 

New Words: flannel, fleecy, shrink 
(flan'el) (fles'I) (shrink) 

Review Words: crochet, crocheted, French, seam, petticoat (1137), peddler, 
woolly, rinsed 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1158 

New Words: exact, estimate, thus 
(eg-zakf) (es'tl-mat) (t/ms) 

Review Words: telescope, distance, sphere (1129), position, distant, measure 
(593), carefully, accurately 

boot, foot; found; boil; function; chase; good; joy; thm, thick; hw = wh as in 
when; zh =z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

345 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: See § 14, Chapter IV, and make application to 
poetry and literature. 

Lesson 1159 

New Words: po et ry, lit er a ture, ed u cate 
(po'et-rl) (lit'er-d-tur) (gd'ti-kat) 

Review Words: science (1149), scholar (1004), discuss (1118), quotation, 
knowledge, thorough (1051), poem, verse, title, summary, include, 
graduated 
Dictate in sentences, the words of this lesson and any words missrjelled 

in the test of the preceding lesson. 

Lesson 1160 

New Words: fam i lies, wealth y, sub urbs 
(fam'i-llz) (wel'thi) (siib'urbz) 

Review Words: trace, destroyed, immense (1123), occur (1083), occurred 
(1083), expense (1063), burglar, weapon, wrench, garage, automobile, 
chauffeur 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Give class short drill on Exercise IX in the Appendix to this Manual. 

Lesson 1161 

Review Words: treason (1014), treacherous, easily, breadth (1131), earnest 
(1003), peaceful, streaked (1004), weapon (1122), wealthy, wreath 
(1060), death (1024), dealt (1014), beauties (1074), feature (1130), 
knead (1077) 
See Suggested Lesson Plan G page 300. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1162 

New Words : cou ra geous 

(ku-ra'jus) 

Review Words: courage (1019), courteous, drought (1134), route, journal 
(1011), doubtless, encourage (1032), mourning (1061), group, sur- 
round, outrage, poultry (1074), thorough, tough 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, st5p, compare; unit, unite, burn, cut, focus, menu, 

346 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1163 

New Words: delicate, ordinary 
(del'I-kat) (or'dl-na-rf) 

Review Words: innocent (1008), modest, blushed, fear, jealous, staring, 
. offend, threaten, insult 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1164 

New Words: At Ian tic 
(at-lan'tlk) 

Review Words: depot, Pacific Ocean, estimate, exact, breadth (1131), width, 
president, secretary, countries, independent 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1165 

New Words: sim ply 

(slm'pll) 

Review Words: wholly (1141), immediately (1054), prophet (1090), prophecy 
(1090), airplane, gasoline, commerce, import, possible (85S), doubtless 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Co back with the class for a review of the suggestions on page 2 in their 
texts. 

Lesson 1166 

New Words: board ing, warp, warped 
(bord'mg) (worp) (worpd) 

Review Words: board, rough (707), shrink, surface, ceiling (489), building, 
turpentine, acid (1150), cement (951), clean, build (254), stain 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when , zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

347 



Lesson 1167 
Review Words: supplied (1130), siege (1006), horrid, destroyed, control 
(1024), conquer (1016), science, deeds, cartridge, carefully 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1168 

Review Words: cemetery (1071), experience (1051), independence, judgment 

(1023), innocent (1008), grateful (1041), descend (993), develop (99S), 

occurred (1083), opposite (1042), principles (1009), privilege (1041), 

missionary (1008). population (999), possession (1010) 

Dictate .n sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1169 

New Words : lo cal 
(lo'kal) 

Review Words: dealer, supplied (1130), suburb, families, expense (1063), 
wealthy (1161), convenient (1034), complain, poultry, restaurant 
(S86) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1170 

Follow directions printed in the pupils' text. See § 42, § 43, Chapter IV; 
also, page 2 in the pupils' textbook. 



Review List 



absence (S12) 
accept (676) 
accident (S58) 
account (912) 
accurate (1139) 
achieve (1021) 
action 

address (475) 
advertisement (863) 
airplane 



allowed (334) 
all right (673) 
already (244) 
although (731) 
amusement (1030) 
annually 
answered (290) 
anxious (812) 
apologize (945) 
apparatus (100) 



application (895) 
appreciate (894) 
arbor (1070) 
arctic (1010) 
athletics (1002) 
attacked (931) 
audience 
August (449) 
author (640) 
autumn (632) 



aviator (974) 
bargain (903) 
because (210) 
beginning (272) 
believed (374) 
benefited (882) 
bouquet (769) 
breadth (1131) 
burglar (992) 
business (414) 



ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

348 



calendar (467) 
cancel (1128) 
cancellation 
candidate (959) 
canvas (1034) 
capital (889) 
cartridge (1112) 
celebrated (686) 
cemetery (1071) 
central (1044) 
chauffeur (979) 
choice (727) 
climate 
cocoa (1017) 
column (645) 
commit (1084) 
committee (965) 
complain (1135) 
complaint 
complete (1109) 
compliment (1075) 
concert 
conduct 

confessed (1036) 
congress 

conquered (1016) 
considered 
contained 
continually (1135) 
contrary 
control (1024) 
convenient (1034) 
cordially (1087) 
courage (1019) 
courteous (1019) 
credit 
crimson 
cushion 
custom (1025) 
customary (10251 
deal (1061) 
dealt (1014) 
death (1024) 
deceive (1031) 
decided 
definition 
delicious (1037) 
delivery 
depth 

descend (993) 
description (855) 
destroyed (1150) 
develop (998) 
difficulty (1002) 



direct 

direction (594) 
disagree 

disappeared (904) 
disappointed (895) 
discovered 
discuss (1118) 
disease (877) 
disgrace 

dishonest (1111) 
disobeyed (1026) 
dissatisfied 
district (1116) 
disturbed (992) 
doubtless 
earnest (1003) 
easily (1039) 
echoes (1101) 
educate 
effect (1127) 
effort 

eighty (993) 
election (959) 
elevator (1044) 
embroidery (1127) 
encouraged (1032) 
entertain (1087) 
entirely 

entrance (1055) 
especially (998) 
estimate 
excel (995) 
excitement (1024) 
excursion 
exercise (717) 
exhibit (994) 
expense (1063) 
experience (1051) 
explanation 
factory (839) 
failure 

favorite (675) 
feature (1130) 
February (449) 
fertile (913) 
finally (559) 
foreign (759) 
forth (1016) 
fortunate (672) 
fragrant (1060) 
frequent (1102) 
furious (1079) 
future 
garage (606) 



gasoline (767) 
generally (1068) 
government (649) 
governor (649) 
gradually (1000) 
graduated 
grateful (1041) 
guess (432) 
height (993) 
honor (1031) 
horrible (1113) 
hospital (787) 
illustrated 
imaginary (1101) 
immediately (1054) 
immense (1123) 
impatient (1045) 
imperative (1064) 
important (836) 
impossible (1031) 
improvement (1022) 
include (1159) 
independent 
industrious 
industry 
initial (997) 
innocent (1008) 
interested (1004) 
interrupt (1118) 
introduce (10S7) 
jealous (856) 
journey (814) 
judgment (1023) 
justice (1014) 
kerosene (829) 
knowledge (1004) 
linen (1007) 
liquid (1047) 
literature (1159) 
luncheon (1017) 
machinery (844 I 
manufacture 
measured (593) 
mentioned (841) 
mischief (838) 
mischievous (1056) 
modern (1013) 
motor (767) 
mysterious (904) 
natural 

necessary (820) 
neighbors (449) 
niece (737) 
nonsense (1056) 



noticed 

nuisance (1012) 
object (1118) 
occasion (1049) 
occasionally 

(861) 
occurred (1083) 
omit (1060) 
opponent (1042) 
opportunity 

(1003) 
opposite (1042) 
ordinary (1163) 
organized (1043) 
oxvgen 
pardon (1018) 
parallel (903) 
particular (1062) 
patience (1028) 
peculiar (1119) 
peddler (935) 
people (149) 
persuade (1106) 
pneumonia (878) 
popular (1030) 
population (999) 
position 

possession (996) 
possible (858) 
president (649) 
principal (472) 
principle (1009) 
privilege (1041) 
probably (1032) 
proceed (1000) 
procession (996) 
program 
pronunciation 

(1062) 
proper (1072) 
punctual (1015) 
puncture (782) 
pursued (1016) 
recently (1084) 
receipt (907) 
received (475) 
recipe (1037) 
reference (944) 
region (1010) 
regret (1056) 
regular (1015) 
repaired (919) 
representative 

(1009) 



349 



republic (1019) 
request (1145) 
require (1022) 
respectfully (651) 
restaurant (886) 
ridiculous (1067) 
route (1000) 
royal (1100) 
rumor (1067) 
satisfactory (1022) 
scholar (1004) 
scarcely (1119) 
scene (665) 
scenery (865) 
scheme (662) 



scissors (747) 
searched (823) 
season (632) 
seize (995) 
sensible (1023) 
separate (416) 
several (756) 
severe (1059) 
shrewd (1063) 
siege (1006) 
signature (907) 
sincerely (651) 
society (1030) 
sorrow (1103) 
special (638) 



succeed (633) 
successful (827) 
suitable (1075) 
superintendent (835' 
support (1099) 
supposed (1046) 
surface (1129) 
surprised (551) 
surrounded 
suspicious (1000) 
system (1109) 
temperate (1105) 
temperature (882) 
thorough (1054) 
timid (1113) 



toward (499) 
treacherous (1001) 
Tuesday (301) 
unconscious (1141) 
usually (861) 
valuable (1082) 
villain (1001) 
visitors (730) 
voyage (1018) 
wealthy (1161) 
weapon (1122) 
weather (616) 
Wednesday (302) 
whether (488) 
wholly (1141) 



350 






Introduction to Eighth Year 

, As in the seventh year, the teacher in the eighth year may, if 
spelling has been properly taught in the earlier years, assume that 
pupils have learned how to study spelling. That is, each pupil 
should now be able to diagnose his own spelling difficulties; he 
should have formed the habit of reviewing words independently 
with a frequency corresponding to the degree of their difficulty 
for him; he should have acquired a method for learning to spell 
new words as he comes to need them in his writing; he should 
have developed a "spelling conscience". If this situation can be 
assumed, the work of the eighth year may generally follow the 
routine of (1) testing on words studied independently; and (2) 
teaching in class only those words which are misspelled by a 
number of pupils. 

At the beginning, however, of this j^ear, the teacher should 
definitely ascertain whether pupils have developed the above 
capabilities and habits. If they have not, they must certainly 
develop them during the eighth year. See Lesson 1171 in the 
Spelling Text. This accomplishment will be possible by insistence 
that pupils follow the suggestions for study and review given 
on page 44 in their texts.* 

Reread letter on page xii. 

* See footnote to Suggestnl Lrsson Plan H, page 352. 



351 



Suggested Lesson Plan H 

{For Eighth Year)* 

Step I. Test: 

Teacher dictates, in phrases or sentences or in a 
paragraph, all words of the lesson, and also any 
words which have been misspelled by a number of 
pupils in the test in the preceding lesson. 

Step II. Check Errors: 

Each pupil checks his own paper to discover 
possible errors. The words of the test may be spelled 
orally to the class by the teacher or by some pupil 
whose paper is letterperfect. Each word should be 
pronounced distinctly and spelled slowly with a slight 
pause between syllables. Each misspelled word should 
immediately be obliterated by the pupil and written 
correctly above the error or on the margin of his 
paper. (See Testing Spelling and Checking Errors, 
page 205.) 

For purposes of review, the teacher should then 
ascertain what words have been misspelled and ask 
for a show of hands to indicate the number of pupils 
who have misspelled each. 

Step III. Treat Errors: 

Assign to the pupils concerned, for indep indent 
individual study, any word misspelled by only one or 
two pupils. Each pupil should add to the list which 
he keeps in his spelling pocket, any word he has mis- 
spelled in the test. 

* If, in any class of this grade, a majority of the pupils are using the Spell-to-Wri e 
Spelling Books for the first time, it is suggested that the teacher follow Suggested Lesson Plan 
F {for Sixth Year), page 252, in teaching the lessons which follow. 

352 



Teach any word which has been misspelled by 
a number of pupils in the test. Any or all of the 
steps indicated in (1) to (8) below may be taken, if 
necessary, in teaching a word. Emphasis should vary 
according to the degree of its difficulty for these pupils, 
as indicated by the test. 

(1) Teacher writes the word on the blackboard 
and then pronounces it distinctly but without exag- 
geration. The word must not be presented with 
syllables separated by spaces or hyphens.* Such pro- 
cedure would tend to give the pupil a faulty impression 
of the word as a whole. 

(2) Pupils pronounce the word correctly several 
times. The teacher may call upon several pupils in 
turn and then upon the group in concert.! 

(3) Pupils use the word orally in sentences. The 
teacher may call upon several pupils in turn, until it 
becomes reasonably certain that all members of the 
class are familiar with the meaning and use of the 
word. 

(4) Teacher may indicate any troublesome part 
of the word by tracing it in colored crayon, by under- 
lining it, or by otherwise directing attention to it, but 
never by calling attention to any wrong way of spelling it. 

(5) Teacher indicates syllabication of word by 
pronouncing each syllable and at the same time trac- 
ing with pointer an imaginary curved line under it, 
and then by spelling the word orally; for example, 
p-e-r — p-e-n — d-i-c — u — l-a-r (pausing briefly at the 
end of each syllable without pronouncing the syllable). 
In this step the teacher should pronounce the word 
before and after each spelling. 



* For the convenience of the teacher the new words in each lesson in this Manual are 
separated into syllables by spaces. They should not, however, be presented in this manner 
to pupils. 

t Concert work is usually neither valuable nor safe unless it is preceded or followed by 
individual work. 

353 



(6) Several pupils in turn are called upon to spell 
the word orally, as in (5) above. 

(7) The entire class with eyes closed, spell the 
word orally while each endeavors to picture to himself 
the word as it appears in written form. Then each 
opens his eyes and compares his "picture" with the 
word as it is written on the blackboard. 

(8) Each pupil writes the word, quietly pronounc- 
ing each letter as he writes it, and then compares the 
word as he has written it with the word as it is spelled 
on the blackboard or in the book. 

Step IV. Make Assignment for Independent Study: 

Assign for independent study, the new words, and 
for independent review, the review words, of the next 
lesson. Call attention to any particular letter or 
syllable which may present especial difficulty. 

Occasionally call attention to the importance of 
each pupil's reviewing the words in his spelling pocket, 
and of keeping this personal list revised. 

Encourage pupils to form small study groups to 
assist one another in improving individual methods of 
study, to test one another on words listed in spelling 
pockets, to examine critically written work to be 
handed in, and to assist one another in all possible 
ways in order to make perfect scores in spelling tests 
and in all written work. 



354 



Lesson 1171 

Read Introduction to Eighth Year, page 351. 

The class should begin the eighth year's work with a determination to 
complete the mastery of all the "words commonly used in writing," and, if 
they have not already done so, to master a method of learning such other words 
as they may need or may wish to use in writing. The teacher should be sure 
that every pupil understands this to be the definite ami in the work of the 
eighth year. Take the full lesson period, if necessary, to discuss this matter 
and to bring all members of the class to this understanding of the purpose of 
the yearns work. Study with the class the suggestions given on page 44 in their 
texts. 

Lesson 1172 

New Words: com fort, com fort a ble, sal a ry, pro vide 
(kum'fert) (kum'fert-d-bl) (s&Td-ri) (pro-vid') 

Review Words: advantage, carefully (490), convenient (1034), expense (1063), 
include (1159), require (1022), savings, whole (521), reduce, enough 
(366), earned, whether (616) 

See Suggested Lesson Plan H, page 352. 

Suggested dictation exercise: On the whole, these were more comfortable 
times. Now that the clerk earned a larger salary than before, he was able to 
provide enough for his family to eat and to give them some added comforts 
as well. Whenever he could, he reduced expenses and by carefully guarding 
his savings he was in time able to give his children some of the advantages he 
had always wanted them to have. 

You will be required to include all the children whether or not you 
wish to do so. 

See § 13, Chapter IV, before teaching salary, if misspelled in the test. 

See § 42, § 43, Chapter IV. 

Lesson 1173 

New Words: be hav ior, ir ri tate, dis ci pline 
(be-hav'yer) (Ir'I-tat) (dls'I-plm) 

Review Words: conduct, disagreeable (1115), control (1024), grumble, loudly, 
temper, courteous (1019), impatient (1045), interrupt (1118), 
patience (1028), offend, persuade (1106) 
See Suggested Lcsso7i Plan H, page 352. 
See § 24, § 26, § 27, Chapter IV. 

ato, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

355 



Suggested dictation: His behavior so irritated me that I could scarcely 
control my temper. He often grumbled loudhj when I asked him to do 
something for me. He interrupted me frequently. In short his conduct 
was most disagreeable. I finally persuaded myself that the boy simply lacked 
discipline. I talked kindly to him and showed him wherein his conduct 
offended. After that he was much more courteous. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 



Lesson 1174 

New Words: frontier, neutral, opposed 
(fron'ter) (nu'tral) (6-pozd') 

Review Words: courage (1019), defend (1016), protect (1019), effort, emer- 
gency (1112), endure, horrible (1113), impossible (1031), destroyed 
(1150), patriot, occupy, border (1081) 

See Suggested Lesson Plan H, page 352. 

Suggested dictation: A patriot must be ready at all times to defend his 
country in any emergency. If enemies threaten to occupy his border, he must be 
ready to go forth to battle to protect his people and keep their homes from being 
destroyed. He may have to endure such horrible sufferings that it becomes 
almost impossible to sustain his efforts. Still he must keep up his courage. 

During the Great War, the frontiers of neutral countries were crossed so 
quickly that it was impossible at once to oppose the on-coming troops. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

See § 25, Chapter IV, before teaching neutral, if misspelled in the test. 

See § 42, § 43, Chapter IV. 

Lesson 1175 

New Words: symp toms, diph the ri a, quar an tine 
(slmp'tumz) (dif-the'rJ-o) (kwor'an-ten) 

Review Words: contagious (1078), severe (1059), consider, tuberculosis, 
disease (877), headache, ache (327), inflamed, gargle (1156), im- 
mediately (1054), especially (998), exhibit (994) 
See Suggested Lesson Plan H, page 352. 

Suggested dictation: The child exhibited all the symptoms of diphtheria. 
She complained of an inflamed throat, of a severe headache, and especially of 
aches all over her body. The doctor gave her a gargle which immediately 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, ref§r; 
right, sm; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

356 



relieved her throat. He was not sure that her disease was contagious, but, 
since it looked like diphtheria, he put a quarantine sign on the house. 

Tuberculosis is the proper name for a disease commonly called consumption. 

Dictate, also in sentences, all words misspelled in the test of the pre- 
ceding lesson. 

See § 25, Chapter IV, before teaching the first two words, if necessary: also 
see Correcting Habits of Faulty Spelling, page 13. 

Lesson 1176 

New Words: campaign, political, official 
(kam-pan') (po-llt'I-kal) (6-fish'al) 

Review Words: district (1116), local (1169), population (999), committee 
(965), representative (1009), candidate (959). people (149), ballot, 
office, elected (965), complete, disagree 

See Suggested Lesson Plan H, page 352. 

(On the assumption that the teacher has become thoroughly familiar 
with Suggested Lesson Plan H, less frequent reference will be made to it 
from this point on except at the beginning of the second half of the year.) 

Suggested dictation: When a man wishes to become a public official, he 
must first present himself before the people as a candidate for office. Then he 
must carry on a political campaign in his district. His local committei usually 
appoints a campaign manager to conduct an effective campaign. As a rule, 
there are other candidates running for the same office. These men may 
disagree completely in their political platforms. When the time comes to vote, 
the people go to the polls and cast their ballots. The man elected becomes the 
official representative of all the people, that is, of the whole population of the 
district, including the minority who did not vote for his election. 

Dictate, also in sentences, the words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1177 
New Words: famous, genius, extraordinary 

(fa'mus) (jen'yiis) (gks-tror'dl-na-rt) 

Review Words: concert, foreigner (1041), Russian, violin, stage, theater, 
February (449), fourth (445), attended (900), musician, program, 
compliment (1075) 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

lioot, foot; found; boil; function; chase; good; joy; then, thick; hw = whas in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

24 357 



Read pages 25 to 27 in the introduction to Chapter V. Notice especially 
the significance of boldface type in lesson treatments. 



Lesson 1178 

New Words: dawn, ho ri zon, ap peared 
(d6n) (ho-ri'zn) (a-perd') 

Review Words: color (306), crimson, streaked (1104), scene, peaceful (1104), 
pleasant (493), mountain (473), summit (1002), weather (616), 
. valley (689), moist, entire (1122) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1179 

New Words: disguise, familiar, recognize 
(dls-giz') (fd-mlTydr) (rek'6g-nlz) 

Review Words: features (1130), feminine, recollect (1096), reunion, former, 
forgotten, cordially (1087), among (244), friends (351), curiosity, 
introduce (1087), instantly 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1180 

New Words: ed u ca tion, am bi tion, ca reer 
(6d"u-ka'shun) (am-bish'un) (kd-rer') 

Review Words: discipline (1173), knowledge (1004), privilege (1041), edu- 
cated, fortunate, considered, scholar (1004), learned (252), achieved 
(1021), initial (992), interested (1004), develop (998) 

See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 30, § 31, § 32, also § 13, § 14, Chapter IV, before calling attention 
to what is printed in line border in the pupils' texts. 

Assignment suggestion : See § 9, § 10, and § 25, Chapter IV, in relation to 
mortgage. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

358 



Lesson 1181 

New Words : mort gage, due, sher iff 
(mor'gaj) (du) (shgr'If) 

Review Words: interest due, salary (1172), provide, comfort (1172), business 
(414), cancel (1128), borrow, easily (1039), failure, ordinary (1163), 
principal (472), punctual (1015), probably (1032) 
Dictate in sentences, the words of this lesson and an)' words misspelled 
in rhe test of the preceding lesson. 

See § 11 and § 12, Chapter IV, in relation to due. 

Lesson 1182 

New Words: de ceit ful, <> ver bear ing, re prove 
(de-set'fool) (6"ver-bar'Ing) (re-proov') 

Review Words: behavior (1173), irritate (1173), provoke (1043), deceive 
(1031), insult, pardon (1018), truthful (1132), false (1024), either 
(359), their (122), statement (1024), regret (1056) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 
See § 28, § 29, Chapter IV. 

Lesson 1183 

New Words: pre par a to ty, dec la ra tion, prep a ra tion 
(pre-par'o-to-rl) (d6k"la-ra'shun) (prep "a-ra 'shun) 

Review Words: frontier (1174), neutral (1174), organize (1043), seize (995), 
conquer (1016), annex, outrage (1093), hinder, doubtless, modern 
(1013), imperative (1064), helpful 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 
See § 24, § 26, § 27, Chapter IV. 

Lesson 1184 

New Words: sanitary, incomplete, ventilation, ventilate 
(san'I-ta-rt) (In"k5m-plet/) (v6n"tl-la'shun) (vSn'tl-lat) 

Review Words: symptoms (1175), diphtheria (1175), experience (1051), 
quarantine (1175), severe (1059), generally (1068), linen (1017), 
canvas (1034), a great (313) deal, easily (1039) deceived (1031) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

359 



Lesson 1185 

Dictate in sentences, all words misspelled in the test of the preceding lesson. 

Devote a few minutes to a serious consideration of the proper use of the 
spelling pocket. See § 42, § 43, Chapter IV. Read for the class and interpret 
the paragraph, on page 13, headed Correcting Habits of Faulty Spelling. Im- 
press upon the class the value of cooperation, one with another, in efforts to 
score 100 per cent, in spelling by the end of the year. Ask each pupil to 
devote his attention not so much to surpassing his neighbor as to helping 
his neighbor to do better spelling — perfect spelling if possible — day by day, 
in all his written work. 



Lesson 1186 

New Words: convention, preliminary, politics, executive 
(kon-ven'shun) (prS-hm'I-na-rl) (pdTl-tfks) (eg-zek'u-tlv) 

Review Words: election (959), campaign (1176), excitement, honor (1031), 
political (1176), official (1176), division, population (999), organized 
(1043), national, occur (1083), opposed (1174) 
Dictate in sentences, the words of this lesson. 



Lesson 1187 

New Words: mat i nee, per form ance, at tend ance 
(mat"f-na') (per-for'mans) (a-t&n'dans) 

Review Words: genius (1177), famous (1177), appear (1178), Wednesday 
(302), popular (1030), recognize (1179), opera, gallery (1055), vacant 
(1091), occasion (1049), festival (1039), guitar (1066) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 



Lesson 1188 

New Words: at mos phere, e clipse, partial, dense 
(at'mos-fer) (e-klips') (par'shal) (dens) 

Review Words: dawn, horizon (1178), entire (1122), effect (1127), opposite 
(1042), recently (1084), scarcely (1119), discovery (1010), extraor- 
dinary (1177), occurred (1083) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

360 



Lesson 1189 

New Words: ap pear ance, per son al, mas cu line, hand some 
(a-per'ans) (pur'sun-al) (nias'kii-lm) (han'sum) 

Review Words: peculiar (1119), particular (1062), description (855), title 
(1103), athletic (1002), athlete, wrestle (1133), wrestling (1133), 
weight (751), mustache, familiar (1179), because (210) 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
the test of the preceding lesson. 

Lesson 1190 

New Words: col lege, u ni ver si ty, schol ar ship 
(kSl'ej) (u"nl-vur'sl-tl) (skSl'er-shlp) 

Review Words: education, ambition, career, science (1149), athletics (1002), 
professor, literature (1159), poetry (1159), ordinary (1163), pursued 
(992), regular (1015), complete 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 
See sentence in italics, page 13. 

Read for the class what is said on page 24 on the Development of a 
Spelling Conscience. 

Lesson 1191 

New Words: in sur ance, pre mi um, per cent age 
(In-shdor'ans) (pre'ml-um) (per-sen'taj) 

Review Words: mortgage (1181), offered, received (475), permit (1144), 
finally (599), sheriff, miser, shrewd (1063), omit (1060), forty (399), 
, deed, cancel (1128). payment was due, until paid 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1192 

New Words: con ceit, con ceit ed, im pu dent, dis like 
(kon-sef) (kon-set'gd) (Im'pu-dent) (dls-llk') 

Review Words: deceitful (1182), overbearing, provoked, falsehood, reprove, 
resent, disguise (1179), proper (1072), regretted (1046), modest 
(1154), rude, instead (469) 

hoot, foot; found; boil; function; chase; good; joy; then, thick: hw = wh as in 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

361 



See § 24, also § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1193 

New Words: al li ance, a broad, ex pe di tion, ren der 
(a-H'ans) (ci-brod') (eks"pe-dlsh'un) (ren'der) 

Review Words: declaration, preliminary (1186), incomplete (1184), voy- 
age (1010), inspect (1012), direct, weapon (1122), khaki (996), 
seized (995), assistance (863), immediately (1054), preparatory (1183) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1194 

New Words: phy si cian, ap pen di ci tis, op er a tion, mir a cle 
(fif-zlsh'an) (a-pen"dl-sl'tfa) (Sp"er-a'sbiin) (mfr'd-kl) 

Review Words: sanitary (1184), ventilate (1184), ventilation (1184), prepa- 
ration (1183), difficulty (1002), recover, prepare (708), carefully (496), 
proceed (1000), siege (1006), skeleton (1108), mere 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1195 

New Words: cit i zen, in tel li gent, in flu er>ce 
(slt'I-zen) (m-tel'i-jent) (In'flob-ens) 

Review Words: convention, candidate (959), independent (970), governor, 
executive, personal (1189), politics (1186), attendance (11S7), per- 
suade (1106), factor (1128), always (193), choose 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Read for the class § 42, Chapter IV, and endeavor to impress upon the 
minds of pupils that this suggestion is made to help each one to concentrate 
his attention upon his own spelling difficulties. 

Lesson 1196 

New Words: quartet, choir, orchestra, combination 
(kwor-tet') (kwlr) (or'kes-trd) (kom"bI-na'shun) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

362 






Review Words: feature (1130), usual, omitted (1046), request (1154), again 
(203), which (223), favorite, eclipse, entertain, matinee (1187), 
performance (1187), appearance (1187) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1197 

New Words: moisture, degree, frigid, changeable 
(mois'tur) (d£-gre') (frlj'Id) (chan'jd-bl) 

Review Words: atmosphere (1188), curtain (514), dense, drizzle (1134), 
Tuesday (301), entirely (1122), arctic (1010), temperature (882), 
severe (1059), region (1010), airplane, descend (993) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1198 

New Words: dis tin guished, bear ing, no ble 
(dls-tln'gwlsht) (bar'Ing) (no'bl) 

Review Words: masculine, spirit (1013), discipline (1173), captain (815), 
company, handsome, procession (1010), royal, wonderful, route 
(1000), column (645), guard 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1199 

New Words: com mence ment, di plo ma, es say, o ra tion 
(ko-mens'ment) (dl-plo'md) (es'a) (6-ra'shun) 

Review Words: graduate, scholar (1004), excel (995), university, col- 
lege (1190), course, vacation, to-morrow, appreciate (894), scholar- 
ship, splendid (1066), closing 
See § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1200 

Dictate in sentences, all words misspelled in the test of the preceding 
lesson. 

The remainder of this period should be spent in supervised study. The 
teacher should endeavor to secure the active attention of each pupil upon his 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

363 



own spelling difficulties as indicated by the words lie has misspelled in his 
tests. If any pupil has failed to keep this list, take occasion to show him that 
under these circumstances he must of necessity engage in miscellaneous 
rather than specific corrective work. Corrective work in spelling, to be effective, 
must be on specific words and their troublesome parts, and each pupil must work 
on his own spelling difficulties. 

Lesson 1201 

New Words: in come, com mer cial, fi nan cial 
(In'kum) (ko-mur'shal) (fi-nan 'shall) 

Review Words: insurance (1191), premium, rate, salary (1172), percentage, 
provide, expense (1063), support (1099), estimate, excellent (827), 
although, scarcely (1119) 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
n the test of the preceding lesson. 

Lesson 1202 

New Words: sar cas tic, an noyed, re proof 
(sar-kas'tlk) (a-noid') (re-proof) 

Review Words: conceited (1192), impudent (1192), irritate (1173), nonsense, 
obedient, dislike, helper, housekeeper, chores, busy (168), sensi- 
ble (1023), satisfied 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1203 

New Words: power, unite, associate, triple 
(pow'er) (u-nif) (a-so'shi-St) (trlp'l) 

Review Words: frontier (1174), occupy, conquered (1016), region (1010), 
neutral (1174), siege (1006), abroad (1193), grief, destroyed (1150), 
combination, alliance (1193), expedition 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1204 

New Words: in flam ma tion, ex haust ed, re lief 

(m"fla-ma'shun) (eg-zost'ed) (re-lef ) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

364 



Review Words : physician, operation (1194), miracle, stomach (758), symp- 
toms (1175), appendicitis (1194), effect (1127), comfort (1172), grad- 
ually (1000), render, moaned, camphor (1068) 
Dictate in sentences, the words of this lesson and any words' misspelled 

in the test of the pre ceding" lesson. 



Lesson 1205 

New Words: rep resent, ma jor i ty, com mu ni ty, de moc ra cy 
(rep"re-zent') (mri-jor'K-tl) (ko-mu'nl-ti) (de-mSk'ra-sI) 

Review Words: citizen, intelligent (1195), influence (1195), campaign (1176), 

political (1176), representative (1009), republic (1019), official 

(1176), govern (1099), principles (1009), privileges '1041), consider 

Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Impress on the minus of the members of the class the importance of 
keeping the list in the spelling pocket reduced by constant review and by 
eliminating from the list, words which have been mastered. 



Lesson 1206 

New Words: art, art ist, med al 
(art) (ar'tlsn (mgd'al) 

Review Words: genius (1177), famous (1177), already 244), career, ri- 
val (1053), succeed, dawn, perfect, certainly 1 933 l , choir (1196), quar- 
tet, honor (1031) 

See § 11, § 12, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1207 

New Words: day Break, glimpse, ear li est, a wait 
(da'brak") (gllmps) (ur'h*-est) (o'-waf) 

Review Words: view (665), changeable (1197), frigid, moisture, drizzling, 
horizon (1178), compare, separate (416), coming (107), through (344), 
where (122) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

365 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficult words in the 
review list in any given lesson. 



Lesson 1208 

New Words : ban quet, an ni ver sa ry, sou ve nir 
(ban'kwfit) (an"I-vur'sd-ri) (soo"ve-ner') 

Review Words: orchestra (1196), eighty (993), appeared (1178), delicious, 
occurred (1083), festival (1039), celebration, compliment (1075), 
distinguished, oration, to-night, familiar (1179) 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1209 

New Words: lit er a ry, pro fes sion, prob a bly 
(lft'er-a-ri) (pro-fesh'un) (prob'o-bli) 

Review Words: degree, commencement (1199), diploma (1196), rivalry (1032), 
object (1118), noble, ambition, extraordinary (1177), education, 
writing (287), reward, excel (995) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 



Lesson 1210 

New Words: dis cuss, dis cussed, em pha size, em pha sized 
(dls-kiis') (dls-kusd') (em'fd-siz) (em'fd-sizd) 

Review Words: subject, essay, chosen, prairie (669), agriculture, bearing, 
commerce, manufactured, opposed (1174), countries (648), forests, 
scenery (865) 

See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Until each pupil in the class is made to understand that his progress in 
spelling will depend chiefly upon his own efforts directed to the correction of 
his own habits of faulty spelling and the solution of new difficulties which he 
encounters, there is little chance that he will profit greatly by any instruction 
the teacher may give. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu: 

366 



Lesson 1211 

New Words: as ses sor, tax es, im pose 
(a-s&Ver) (t&ks'Sz) (Im-poz') 

Review Words: income, fortune, wealthy (1161), mortgage (1181), settle, 
comfortable (1172), commercial (1201), financial, cancellation, 
merely (997), regular (1015), satisfactory (1022) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding; lesson. 



Lesson 1212 

New Words: ab surd, blun der, em bar rass, em bar rassed 
(ab-surd') (bliin'der) (em-bar'as) (em-bar'asd) 

Review Words: innocent (1008), annoyed (1202), disgrace, reproof, dishonest 
(1111), discharge, sarcastic, deceitful (1182), omitted (1046), due to 
carelessness 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1213 

New Words: strength en, strength ened, con nect, con nee tion 
(streng'thn) (str^ng'thnd) (ko-nekf) (ko-nek'shun) 

Review Words: overbearing, struggled (1059), stubborn (1059), power, unite, 
relief (1204), declaration, preparation (1183), incomplete (1184), 
democracy (1205), justice (1014), conquered (1016) 
Dictate in sentences, the words of this lesson and any words n.isspelled 

in the test of the preceding: lesson. 

Lesson 1214 

New Words: neu ral gi a, sen si tive, af feet, af feet ed 
(nu-r&l'jl-d) (sen'sl-tlv) (a-ffikt') (a-feVted) 

Review Words: hoarse (419;, exhausted (1204), inflammation (1204), diph- 
theria (1175), contagious (1078), quarantine (1075), ventilate (1184), 
sanitary (1184), probably (1032), atmosphere (1188), ventila- 
tion (1184), immediately (1054) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See -pronunciation key in Appendix. 

367 



Lesson 1215 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

See § 31, Chapter IV. 

It is a great mistake to assume that the words learned in any given school 
year will necessarily be remembered and their correct spelling become auto- 
matic in subsequent years, unless they are reviewed again and again in use. 
This is not always possible, and so it would seem wise to go back at periodic 
intervals for systematic review of the words taught in a previous grade. 
(A cumulative review is of course provided for at the end of each year in 
the texts.) 

Lesson 1216 

New Words: cen sus, pub lie, in crease, great ly 
(sen'sus) (pub'Hk) (m-kres') (grat'll) 

Review Words: population (999), neighborhood (1022), dense, commu- 
nity (1205), majority, immense, sheriff, politics (1186), publish, par- 
ticular (1062), generally (1068), recently 
Dictate in sentences, the words of this lesson. 

Lesson 1217 

New Words: car toon, com i cal, rid i cule 
(kar-toon') (k6m'I-kal) (rid'I-kul) 

Review Words: represent, emphasize, ridiculous (1067), appearance (1189), 
personal (1189), homely, souvenir (1208), disguise (1179), masculine, 
artist, flatter (1029), drawn 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1218 

New Words: in sect, in stinct, it self 
(In'sekt) (In'stlnkt) (It-self) 

Review Words: daybreak, glimpse, earliest, fragrant (1060), gaping, fleecy 
(1057), heaven, height (993), flight (1093), thirst (1107), stream, 
timid 
See § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled in 
the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, cSmpare; unit, unite, burn, cut, focus, menii; 

368 



Lesson 1219 

New Words: wealth, ex trav a gant, ex treme, ex treme ly 
(welth) (eks-trAv'd-gant) (gks-trem') (eks-trem'll) 

Review Words: banquet (1208), eclipse, anniversary (1208), medal (1206), 
handsome, valuable (1082), bureau (701), furniture, household, 
neighbors (449), their (122), possessions (1010) 

See § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1220 

New Words: lecture, discussion, institute 
(lek'tur) (dts-kush'an) (In'stl-tut) 

Review Words: convention, attendance (1187), preparatory (1183), college 
(1190), university, profession, literary (1209), literature (1159), 
illustrate, dealt (1014), sometimes, occurred (1083') 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Discuss with the class the directions given on the spelling pocket, and 
insist that the pocket can fulfill its function only for such pupils as will con- 
sistent!}' follow directions. 

Lesson 1221 

New Words: hum ble, de cent, cir cum stanc es, re spect a ble 
(hum'bl) (de'sent) (sur'kiim-stans-Sz) (re-sp£k'ta-bl) 

Review Words: premium, insurance (1191), embarrassed (1212), industry, 
necessary, impossible (1031), miser, afford (915), can't (409), cause, 
won't (293), possible (858) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1222 

New Words: awk ward, clum sy, stu pid 
(ok'werd) (kltim'zl) (stu'pld) 

Review Words: sensitive (1214), ridicule (1217), embarrass (1212), conceit 
(1192), conceited (1192), ridiculous. (1067), failure, possibly, don't 
(394), encourage (1032), occasionally (861), improve 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation hey in Appendix. 

369 



Lesson 1223 

New Words: boundary, hostile, companies, distribute 
(boun'dd-rl) (hos'tll) (kum'pd-nlz) (dls-trlb'ut) 

Review Words: strengthened (1213), ammunition, pursued (992), operation 
(1194), impose, connect, distinguished, disguised (1179), connection 
(1213), miracle, immediately (1054), parallel (903) 
See § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1224 

New Words: in va lid, fee ble, pa ral y sis 
(m'vd-lld) (fe'bl) (pd-ral'i-sls) 

Review Words: affected (1214), neuralgia (1214), strengthened (1213) 
cripple, hospital, suffer (1049), muscles (758), rheumatism (871), 
straight (405), physician, appendicitis (1194), delicate 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1225 

New Words: ses sion, ieg is la ture, ap pro pri at ed 
(sesh'Gn) (lgj'rs-la"tur) (a-pro'prf-at-gd) 

Review Words: census (1216), taxes, assessor (1211), public, executive, 
governor (649), debate, oration, influence (1194), increase, institute, 
preliminary (1186) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

The answer to the question printed in line border under this lesson in the 
text can be found by carefully reading § 13, Chapter IV. 

Lesson 1226 

New Words: phys i cal, hu mor ous, ex ag ger ate 
(fiz'I-kal) (hu'mer-us) (eg-zaj 'er-at ) 

Review Words: cartoon, comical (1217), absurd (1212), greatly, easily (1034), 
especially (998), citizen, journal (1011), recognize (1179), famous 
(1177), meant (512), doubt 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

370 



Lesson 1227 

■ 

New Words: ac cus tomed, ap par ent ly, ar range ment 
(a-ktis'tumd) (a-par'6nt-li) - (a-ranj'ment) 

Review Words: insect, nature, instinct (1218), surround, itself, shelter, 
color (306), changing, changeable, guard, usually (861), special 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1228 

New Words: fashion, dis play, elaborate, various 
(f&sh'un) (dls-pla') (e-lab'6-rat) (va'rl-us) 

Review Words: wealth, extravagant (1219), extreme (1219), orchestra (1196), 
luncheon (1017), combination, exhibit (994), beautiful, considered, 
dancing, social (1049), wealthy 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1229 

New Words: argument, suggest, declare 
(ar'gu-ment) (sug-j6sf) (dS-klar') 

Review Words: lecture, discussion, thorough (1051), system (1109), cen- 
ter (654), opposite (1042), sphere (1129), moisture, frigid, telescope 
(1149), supposed (1046), extremely (1219) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1230 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

The teacher's preparation for the successful conduct of this period of super- 
vised study or review will consist in a careful study of the parts of words (in 
Lessons 1226-27-28-29) which have been printed in boldface in this Manual; 
also, in a study of the varieties of misspellings which have occurred in the tests 
on these lessons. It is not important that the class agree upon any given 
words as the hardest, but they should be led to analyze so carefully the words 
chosen that they may be sure they know what particular part of an;,' given 
word presents difficulty, and how these difficulties may be overcome. 

Moot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when : zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

371 



Lesson 1231 

New Words: me chan ic, a bil i ty, ad vance 
(mS-kan'Ik) (d-bu'i-ti) (ad-vans') 

Review Words: circumstances, humble, respectable (1221), salary (1272), 
financial, decent (1221), machinist (1051), opportunity, determined, 
garage, beginning (272), though (344) 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1232 
New Words : in tel li gence, mem o ry, ob served 
(m-teTI-jens) (mem'6-ri) (6b-zurvd') 

Review Words: intelligent (1195), successful (827), commercial (1201), 
earnest (1003), patience (1028), discipline (1173), interested, accus- 
tomed (1227), you'll, stupid, clumsy, awkward 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Assignment suggestion: The word -pursuit is Very troublesome. Call 
attention to its difficult parts. 

Lesson 1233 

New Words : pur suit, en er gy, en gage 
(pur-sut') (en'er-ji) (en-gaj') 

Review Words: boundary (1223), frontier (1174), cartridges (1112), distrib- 
uted (1223), fear, hostile (1223), companies, annoyed (1202), a false 
report 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1234 

New Words : pulse, ar ter y, con scious, bare ly 
(puis) (ar'ter-i) (kSn'shus) (bar'li) 

Review Words: feeble, invalid, relief (1204), paralysis (1224), inflamma- 
tion (1204), exhausted, symptoms (1275), slept, scarcely (817), 
veins (1098), syringe (1143), lain 
See § 13, §14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

372 



Lesson 1235 

New Words: sen ate, con sti tu tion, re peal, re pealed 
(s€n'at) (k6n"stl-tu'shun) (136-pel') (rfi-peld') 

Review Words: legislature, session, majority, congress, government (649), 

democracy (1205), occasion (1049), extraordinary (1177), introduce, 

chief (661), opponent (1042), community (1205), the dome of the 

capitol 

Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 



Lesson 1236 

New Words: diet, nourish, digest, digestion 
(di'fit) (nur'feh) (dl-jest/) (dl-jes'chun) 

Review Words: physical (1226), accustomed (1227), various, gymnastics, 
athletic (1002), develop (998), beefsteak, delicate (1163), indigestible 
(1077), cereals, poultry (1074), healthy 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1237 

New Words: mar riage, an nounce, an nounce ment 
(mar'Ij) (a-nouns') (a-nouns'ment) 

Review Words: fashion (1228), display, elaborate (1228), arrangement (1227), 
appropriate (1225), represent, quartet, choir (1196), glimpse, wreath 
(1060), satin, souvenir (1208) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1238 

New Words: convenience, artificial, artificially 
(kon-ven'yens) (ar-tl-flsh'al) (ar-ti-flsh'al-I) 

Review Words: radiator, refrigerator, electric, zinc, nickel, faucet, trouble, 
contain, using, quite, convenient, apparently 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = whasin 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

25 373 






Lesson 1239 

New Words: sug ges tion, def i nite, pro posed 
(sug-jgs'chun) (deT'I-nft) (pro-pozd') 

Review Words: argument (1229), suggest (1229), discuss (1118), omit (1060), 
omitted (1046), emphasized, topic, current, decide, purpose, neither, 
lecture 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1240 

New Words: crit i cism, de ci sion 
(krlt'1-slzm) (de-slzh'un) 

Review Words: humorous, exaggerate (1226), declare, literary (1209), 
impatient (1045), believe (374), mischief (838), denied, except, 
sure (289), true (386), all right (673) 

See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. . 

See § 44, Chapter IV. Endeavor to make every pupil understand that 
reviewing a word consists in an active attempt to clinch what he once knew 
about the order of its letters, and that it calls for the same kind of concentra- 
tion which he gave to the initial learning of the word. 

Lesson 1241 

New Words: lodge, ac com mo date, re sort 
(15j) (&-k5m'6-dat) (rS-zfirt') 

Review Words: boarding, convenience (1034), public, pleasure, journey (814), 
comfortable (1172), holiday, lonely, cities (889), satisfied, remain, 
benefit (882) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1242 

New Words: char ac ter, ca pa ble, re com mend 
(kar'ak-ter) (ka'pa-bl) (reVo-mend') 

Review Words: ability (1231), intelligence (1232), energy, mechanic, employ, 
engage, honesty (1064), industry, experience (1051), trial (1073), 
punctual (1015), achieve (1021) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop^cSmpare; unit, unite, burn, cut, focus, menii; 

374 



Dictate in sentences, the words of this lesson and any words misspelled 
iu the test of the preceding lesson. 

Lesson 1243 

New Words: remnant, reinforce, repel 
(rem'nant) (re"In-fors') (rS-peT) 

Review Words: officer, squad, encouraged (1032), campaign (1176), med- 
al (1206), connected, heroes, united, action, pursuit (1233), loss, 
organized (1043) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1244 

New Words: chloroform, quantity, mortal, mortally 
(klo'rS-form) (kwSn'tl-t!) (mor'tal) (mor'tal-I) 

Review Words: artery (1234), pulse, observe, sensitive (1214), conscious 
(1234), barely, irritated (1173), extremely (1219), neuralgia (1214), 
horror (1101), unconscious (1141), extreme (1219) 
See § 9, § 10, § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1245 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

The teacher should be prepared to give the class an interesting interpreta- 
tion of the simpler facts set forth on pages 2, 3, and 4 of this Manual. (Don't 
refer to misspellings given on page 4.) Develop and illustrate the idea that 
the future lawyer, physician, editor or psychologist, for instance, will have need 
in his writing vocabulary for an additional list of special or technical words 
which it would not be wise to include in a spelling book for all children. Ex- 
plain the fact that these needs will differ according to the business or pro- 
fession in which one is engaged. 

Lesson 1246 

New Words: limit, limited, function, o rig i nal lv 
(limit) (limit-fid) (funk'shun) (6-rIj'I-nal-I) 

boot, foot: found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = /. as in azure; kh = ch as in loch. See pron unciation key in Appendix. 

375 



Review Words: constitution, proposed, dividing, allowed (334), important 
(836), official, senate, senator, announced (1237), repealed (1235) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1247 

New Words: macaroni, sirloin, nourishment, sufficient 
(mak"d-ro'ni) (sur'loin") (nur'Ish-ment) (su-flsh'ent) 

Review Words: diet, nourish (1236), digest (1236), digestion (1236), co- 
coa (1017), luncheon (1017), delicious, strengthen (1213), increase in 
weight (751), in connection (121.3) with 
See § 9, § 10, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1248 

New Words : res i dence, ar riv al, re cep tion 
(reVI-dens) (a-riv'al) (re-sep'shun) 

Review Words: entrance (1055), announced (1237), wealth, artificial (1238), 
appeared (1178), extravagant (1219), earliest, greatly (313), wedding, 
announcement 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1249 

New Words: in cor rect, ob jec tion, crit i cize 
(In"k6-rekt') (ob-jgk'shiin) (krit'I-siz) 

Review Words: object (1118), criticism, suggestion, embarrassed (1212), 
comical (1217), crimson, cartoon, ridicule (1217), embarrass, photo- 
graph (894), familiar (1179), recognize (1179) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1250 

New Words: con fide, con fi dence, as sure 
(kon-fid') (kon'fl-dens) (a-shdor') 

Review Words: decision, definite (1239), proposed, treason (1014), treacherous 
(1001), wretched (1108), statement, lawyer, shield (1028), villain 
(1001), judge (846), threaten (920) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

376 



See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 28, § 29, Chapter IV, before making comment on the matter printed 
in line border in pupils' texts. 



Lesson 1251 

New Words: inconvenient, inconvenience, temporary 
(hV'kon-ven'yent) (m"kon-ven'yens) (tem'pd-ra-ri) 

Review Words: accommodate (1241), recommend (1242), property, suburbs, 
owner (672), widow, possession (1010), privilege (1041), mort- 
gage (1181) interest (912) due, under the circumstances 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1252 

New Words: civil, service, secure, secured 
(slv'll) (sur'vls) (s$-kur') (s£-kurd') 

Review Words: character (1242), capable, examine, position, instituted, 
legislature, index, filing, assessor (1211), neutral (1174), justice 
(1014), fairly (1033) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1253 

New Words: confederate, desperate, desperately 
(kon-fgd'er-at) (des'per-at) (des'per-at-11) 

Review Words: resort, reinforce, repel (1243), dealt (1014), furious (1079), 
attacked (931), hostile (1223), enemy (929), humble, wounded, 
mortally (1244), lodged 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 



Lesson 1254 

New Words: ill ness, weak ness, wea ry 
(Il'n6s) (wek'nes) (we'rl) 

boot, fo"6t; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix, 

377 



Review Words: feeble, weak, suffered (1049), pneumonia (878), neural- 
gia (1214), apparently (1227), nourishment (1247), limit, chloro- 
form (1244), physician, function, thoroughly (1051) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 



Lesson 1255 
New Words: tariff, according, exception 
(tar'tf) (a-kord'mg) (ek-sgp'shun) 

Review Words: limited, quantity (1244), discussion, political (1176), judg- 
ment (1022), impose, sufficient (1247), originally (1246), exact 
estimate, paralysis (1224) of trade, invalid rule 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

The suggestions printed on page 44 in the texts have a special value 
for any pupils who have not used this book series in previous grades. Endeavor 
to make sure that all pupils follow these directions in their individual study 
and review of words, and in the examination of all manuscripts to be handed 
in, letters to be sent to friends, etc. 

Lesson 1256 

New Words: ir reg u lar, ceased, re mained, sta tion a ry 
(K-reg'tl-lar) (sesd) (rS-mand') (sta'shun-a-rf) 

Review Words: apparatus (1040), pulley (1040), pulleys, engine (401), 
engineer, elevator (1044), emergency (1112), machinist (1051), 
supposed (1046), caught, struggled (1059), loose (509) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1257 

New Words: pro duce, as par a gus, a bun dance 
(pr6-dus') (8,s-par'd-gus) (d-bun'dans) 

Review Words: macaroni (1247), poultry (1074), sirloin (1247), distrib- 
ute (1223), deliver, delivery, various, supplies (1030), scarce (817), 
plenty, cheap, itself 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, sen&te, rare, cat, local, fSr, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

378 



Lesson 1258 

New Words: af fee tion, rel a tive, in ti mate 
(a-feVshim) (reTd-tlv) (nl'tl-mat) 

Review Words : guest, welcome, confide, reception, residence (1248), arrival 
(1248), fashion (1228), bouquet (769), elaborate (1228), confidence, 
remnant (1243), humorous (1226) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1259 

New Words: em pha sis, pause, brief 

(em'fd-sls) (poz) (bref) 

Review Words: rehearsal, criticized (1249), incorrect, exaggerate (1226), 
objection, assured (1250), poem (640), quotation, recollect (1096), 
error, earnest (1003), attempt (917) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1260 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

See § 31, Chapter IV. 

It is a great mistake to assume that words learned in any given school 
year will necessarily be remembered and their correct spelling become auto- 
matic in subsequent years, unless they are reviewed again and again in use. 
This is not always possible, and so it would seem wise to go back at periodic 
intervals for systematic review of words taught in a previous grade. (A 
cumulative review is, of course, provided for in the text at the end of each year.) 

This lesson marks the completion of the first half of the year's work. 
If there should be any time left before the close of the semester, it should be 
devoted to an intensive review of all hard words studied or reviewed during 
the year. See § 42, § 43, Chapter IV. 

Lesson 1261 

New Words: reduction, regulation, compel, compelled 
(r£-duk'shun) (reg"ii-la'shun) (kom-peT) (kom-peld') 

Review Words: articles (831), principles (1009), majority, suggest (1229). 
declare, collect (921), tariff, foreign (759), commercial (1201), result. 
material, barely 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = eh as in loch. See pran unciation key in Appendix. 

379 



Call attention to the suggestions printed on page 44 in the pupils' texts. 

See Suggested Lesson Plan H, page 352. 

Suggested dictation: A tariff is placed on the majority of all foreign 
articles which are brought into this country. The customs officials are com- 
pelled to enforce the tariff regulations and to collect the tariff on such articles. 
These officials also compel returning tourists to declare the goods which they 
bring back with them. The result of this law is supposed to be the protection 
of our commercial interests. 

The builder said he could not afford a reduction in the price of houses 
since there had been no reduction in the cost of building materials. 

I suggested that the public would expect him to administer his office in 
accordance with the soundest principles of public administration. 

Lesson 1262 

New Words: refer, referred, prefer, preferred 
(re-fur') (rg-furd') (pre-fur') (pre-furd') 

Review Words : arrangement (1227), convenience (123S), contract (903), 
inconvenient (1251), inconvenience (1251), repaired (919), bargain 
(903), honesty (1064), engage, mechanic, tools, wrench 

See Suggested Lesson Plan H, page 352. 

See § 13, Chapter IV. 

Suggested dictation: It did not suit his convenience to draw up a contract. 
He preferred to refer the matter to a committee and let them make the neces- 
sary arrangements. 

It was inconvenient for me to wait longer, so I engaged a mechanic at once. 
We made a bargain, and then with his hammer, his wrench and his other foo/s 
he repaired the damage which had caused me so much inconvenience. 

I prefer that the question of the man's honesty be referred to his employer. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1263 

New Words: block ade, de fense, chan nel, chart 
(bl&k-ad') (de-fens') (chan'el) (chart) 

Review Words: service (1252), confederate (1253), intelligence (1232), pursuit 
(1233), desperate (1253), desperately, dense, depth, aboard (1000), 
stationary (1256), definite (1239), received (475) 
See Suggested Lesson Plan H, page 352. See § 9, § 10, Chapter IV. 
Suggested dictation : The captain said that as soon as he received definite 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, c6rd, stop, cSmpare; unit, unite, burn, cut, focus, menu; 



380 






intelligence that the blockade had been removed, he would go in pursuit of the 
desperate crew. Meanwhile the ship remained stationary in the channel. 
Presently a dense fog began to gather. ' The pilot, who had grown old in the 
service, got out his chart and began to study the currents and the depth of the 
waters. 

The villain fought desperately in self-defense. He was bound, however, and 
taken aboard the ship. His only hope then was that one of his confederates 
might aid him to escape. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1264 

New Words: dread, ner vous, night mare 
(dr6d) (nur'vus) (nlt'mar") 

Review Words: constitution, illness, weakness, energy, pulse, ceased (1256), 
physical (1226), artificial (1238), nourish (1236), weary, conscious 
' (1234), easiest 

See Suggested Lesson Plan II, page 352. 

Suggested dictation: She became conscious that her physical condition 
was not as good as it had been, and that something was sapping her energy. 
Formerly she had had a strong constitution. Now the least strain made her 
nervous and weary. Her pulse became less regular. She was filled with dread, 
and nightmares disturbed he sleep. Finally, the artificial efforts which had 
kept her going could no longer be sustained and she went to bed with a severe 
illness. 

In this case, the easiest way has ceased to be the best way. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1265 

New Words: cabinet, member, appoint 
(kab'I-nft) (nieWber) (a-poinf) 

Review Words: according (1255), exception (1255), temporary, senate, 
session, privilege (1041), journal (1011), profession, honor (1031), 
group (848), favor, sincerely 
See Suggested Lesson Plan H, page 352. 

(On the assumption that the teacher has become thoroughly familiar 
with Suggested Lesson Plan H, less frequent reference will be made to it 
hereafter. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh =ch as in loch. See pronunciation key in Appendix. 

381 



Suggested dictation: According to the requirements of the Constitution, 
the President appoints the members of his cabinet. It is both a privilege and 
an honor to belong to the cabinet. Almost without exception the members of 
this group of men are well known in their respective professions or business 
circles. 

During the last session the Journal of the Senate was prepared for the 
printer by a temporary secretary. 

I sincerely hope you will grant me this favor. 

Dictate, also in sentences, any words misspelled in the test of the pre- 
ceding lesson. 

Lesson 1266 

New Words: vault, bur i al, pri vate, pri vate ly 

(■volt) (beVl-al) (pri'vat) (pri'vat-H) 

Review Words: cemetery (1071), secure, appropriate (1225), death (1024), 
mourn (1061), mourning (1061), relative (1258), decent (1221), 
artificial (1238), diphtheria (1175), sanitary (1184), regulation 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1267 

New Words: salmon, sardines, abundant, particularly 
(sam'un) (sar-denz') (d-bun'dant) (par-tlk'u-ldr-il) 

Review Words: asparagus (1256), produce (1257), abundance (1257), include 
(1159), import (1165), provide, coconut, spice, cinnamon, turpentine, 
dye (1094), immense (123) 
See § 25, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1268 

New Words: ac quaint ance, a gree a ble, ac com pa ny, ac com pa nied 
(a-kwan'tans) (d-gre'd-bl) (d-kum'pcf-nl) (a-kum'pd-nld) 

Review Words: affection (1258), marriage (1237), married, veil (847), gifts 
(898), accept (676), civil, sensible (1023), expect, village (667), 
absence (812), maybe 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

3S2 



Lesson 1269 

New Words: phrase, an a lvze, mod i fy 
(fraz) (an'd-llz) (mSd'I-i'I) 

Review Words: summary (1128), brief (1259), irregular (1256), definition, 
dictation, diagram (1139), grammar (038), exercise (717), explana- 
tion, sense (944), pause (1259), observe 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1270 

New Words: ac cent, as so ci a tion, ac quire 
(ak'sgnt) (a-so"sI-a'shun) (a-kwlr') 

Review Words: foreign (759), easily (1039), pronunciation (1062), difficulty 
(1002), Spanish, French, emphasis, intimate (1258) 

See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

See § 42, § 43, Chapter IV. Inspect lists of words in spelling pockets of 
members of the class. 



Lesson 1271 

New Words: ea ger, du ty, con cern 

(e'ger) (dii'tl) (kon-sfirn') 

Review Words: really (670), refer, referred (1262), shielding (1028), searched, 
discovered, treacherous (1001), nervous (1264), appeared (1178), 
villain (1001), reference, worse (771) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1272 

New Words: ig no ranee, wis dom, rep u ta tion 
(Ig'nS-rans) (wlz'dum) (rep"ft-ta'shiin) 

Review Words: sober, steady (927), punctuality (1026), industrious, instead 
(469), intelligent (1195), character (1242), conceited (1192), contrary, 
. prefer (1262), preferred (1262) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

hoot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when : zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

383 



Read pages 25 to 27 in the introduction to Chapter V. Notice especu 
the significance of boldface type in lesson treatments. 



Lesson 1273 

New Words: skil ful, move ment, ex e cute 
(skll'fool) (moov'ment) (ek'se-kiit) 

Review Words: channel (1263), blockade, defense (1263), reduction, 
seize' (995), compel (1261), decision, arrival (1248), reinforce, wounded, 
mortally (1244), mortal (1244) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test'of the preceding lesson. 

Lesson 1274 

New Words: treas u ry, val ue, con sid er a ble 

(trezh'ur-i) (val'u) (kon-sld'er-d-bl) 

Review Words: cabinet (1265), vault, ceiling (489), metal, silent (1104), 
dread, private, propose, compelled, descend (993), accompany (1268), 
hidden 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1275 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

This lesson presents an opportunity to illustrate concretely the operation 
of the principles which are set forth on page 6 in this Manual. For example: 
The child whose aunt is a missionary in Mandalay might have occasion to 
write Mandalay and Burma. Most of us would have no occasion ordinarily 
to write either of those words. The boy who lives on the plains of the west 
might have occasion to write the word coyote, whereas for most individuals the 
use of that word is confined to the reading or to the hearing vocabulary. 

Lesson 1276 

New Words: en ti tied, chal lenged 
(en-ti'tld) (chal'enjd) 

Review Words: member, session, appoint (1265), opponent (1042), official, 
capable, suggestion, accompanied (1268), privately, particularly 
(1267), repealed (1235), losing 

Dictate in sentences, the words of this lesson. 

ate, senate, r&re, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

384 



Lesson 1277 

New Words: trans plant, trans fer, trans por ta tion 
(trans-plant') (trans-fur') (trans"p&r-ta'shun) 

Review Words: dealer, salmon (1267), sardines (1267), quantity (1244), 
abundant (1267), limited, deal (1064), supplied (1130), aboard (1000), 
resort, accommodate (1241), probably (1032) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1278 

New Words : man ner, pleas ing, gra cious 
(man'er) (plez'Ing) (gra'shus) 

Review Words: trait (1019), acquire, agreeable (1268), acquaintance (1268), 
association (1270), society (1030), function, social (1049), reception, 
orchestra (1169), attendance (1178), flatter (1029) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1279 
New Words: min er al, par ti cle, fi er y, ex pand 

(mln'er-al) (par'tl-kl) (fi'er-I) (ehs-pfmd') 

Review Words: remnant (1243), analyze, modify (1269), faucet (1107), 
waste, extreme (1219), liquid (1047), ooze, strain, copper, mold 
(1047), shrink 
See § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1280 

New Words: re sem ble, sim i lar 

(r£-z6m'bl) (slm'I-ldr) 

Review Words: comparison, pronunciation (1062), foreign (759), accent 
(1270), peculiar (1119), scholar (1004), criticize (1249), phrase, 
Scotch 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Apropos of what is printed in the line border in the pupils' text under 
Lesson 1280, read sentence printed in italics on page 13 of this Manual. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = \vhasin 
when ; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

385 



Lesson 1281 

New Words: con sci en tious, ac knowl edge, con se quence, re al ize 
(k6n"shl-6n'shus) (ak-nSl'gj) (k6n'se-k\vens) (re'al-iz) 

Review Words: duty, ignorance (1272), concern (1271), confidence (1250), 
opportunity (1003), recognize (1179), dealing (1064), disagreeable 
(1115), discharge, eager, anxious (812), relieved 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1282 

New Words: calm, pre cise, se ri ous, prac ti cal, con ceive 

(kam) (prS-sIs') (se'rl-us) (prak'tl-kal) (kon-sev') 

Review Words: wisdom, reputation, temperate (1105), organized (1043), 
business (414), pursuit (1233), union, superintendent (835), dispute, 
bargain (903), reckoning 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1283 

New Words: hard ship, dread ful, en deav ored 
(hard'shlp) (drgd'fdol) (gn-deVerd) 

Review Words: transportation (1277), soldiers (382), miracle, pause (1259), 
brief (1259), ceased (1256), challenge, frigid, extremely (1219), 
movement (1273), regulations, advantage 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1284 

New Words: coun ter feit, gen uine, dis tin guished, prac ti cal ly 
(koun'ter-flt) (jen'u-In) (dls-thi-gwisht ) (prak'tl-kal-I) 

Review Words: treasury (1274), rascal, suspicious (1000), specimen (994), 
value, considerable (1274), executed (1273), manner (1278), skilful 
(1273), originally (1246), limit, relative (1258) 
See § 13, § 14, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

386 



Lesson 1285 

New Words: o pin ion, in stance, i dc a 
(6-pIn'yun) (In'stans) (T-de'ri) 

Review Words: for instance, nourishment (1247), sufficient (1247), recom- 
mend (1242), restaurant (886), macaroni (1247), asparagus (1257), 
recipe (1037), dessert, vanilla (1057), sirloin (1247), chocolate, 
nourishing 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Before discussing the matter printed in line border in the pupils' text, 
re-read § 30, § 31, § 32, also § 42, § 43, Chapter IV. 

Lesson 1286 

New Words: pen sion, sub stan tial, re tired 
(pen'shun) (sub-stan'shal) (r6-tfrd') 

Review Words: entitled (1276), assured (1250), residence (1248), lodge, 
property, transfer, connection (1213), extravagant (1219), receipt 
(907), cancellation, profession 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1287 

New Words: here aft er, con sid er a tion, prompt 
(her-af'ter) (kon-s!d"er-a'shun) (prCmpt) 

Review Words: emphasis, objection, complaint, irregular (1256), inconvenient 
(1251), discussed (1210). inconvenience (1251), temporary, personal 
(1189), dealing (1064), delivery, parcel (1092) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1288 

New Words: companion, delightful, congenial 
(kom-p&n'yun) (d6-lit'f661) (kon-jen'yal) 

Review Words: gracious (1278), pleasing, secret (917), guessed (432), mys- 
terious (904), disappeared (904), intimate (1258), lonely 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot ; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

387 



It may often be advantageous to look up the lessons indicated by numbers in 
parenthesis to get suggestions for effective re-teaching of difficidt words in the 
review list in any given lesson. 



Lesson 1289 
New Words: lab o ra to ry, pul ver ize, com pound 
(lab'6-rd-to-rl) (pul'ver-Iz) (kom-pound') 

Review Words: apparatus (1040), preparation (1183), university, acids (1150), 
minerals (1279), dyes (1094), comparison, similar (12S0), resemble, 
chloroform (1244), produce (1257), particles (1279) 
Dictate 'in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1290 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

Make it clear to the class that each pupil's ultimate success in mastering 
all the "words commonly used in writing" will depend upon his study and 
review of the words which have been hard for him, — especially the words he 
has misspelled in his daily tests. Impress upon the members of the class the 
value of cooperation among the members in testing one another on words 
misspelled. 

Lesson 1291 

New Words: col li sion, cau tioned, re spon si ble 
(ko-Uzh'un) (ko'shiind) (r6-sp6n'sl-bl) 

Review Words: reahze (1281), consequence, serious, persuade (1106), dan- 
gerous, dreadful, victim (10S9), traveler, witness, nervous (1264), 
tried (330), in vain (1001) 

See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson. 

Lesson 1292 

New Words: haste, hasty, observation, however 
(hast) (has'tl) (6b"zer-va'shun) (hou"eVer) 

Review Words: acknowledge, distinguish, supposed (1046), venture, direction 
(594), sprain (1038), carriage (919), axle, pieces (141), motor (767), 
gasoline (767), escaped 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right,, sin; cold, obey, c6rd, stop, compare; unit, unite, burn, cut, focus, menu; 

388 



Lesson 1293 
New Words: dis ap point ment, dis cour aged, sel dom 
(dls'a-point'ment) (clls-kur'ajd) (seTdum) 

Review Words: calm, practical (1282), conscientious (1281), trait (1019), 
temperate, fiery (1279), appoint (1265), practically, shield (1028), 
encourage (1032), worrying (1192), shielding 

See Exercise VIII in the Appendix to this Manual. 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1294 

New Words: af fair, cu ri ous, at tor ney, in ves ti gate 
(a-far') (ku'rl-us) (a-tur'nl) (In-ves'tl-gat) 

Review Words: defense (1263), counterfeit (1282), endeavored (1283), 
innocent (1008), conceive (1282), guilty, prompt, preliminary (1180), 
public, jury (1085), justice (1014), pardon (1018) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lessom 

Lesson 1295 

New Words: een tu ry, an cient, civ i lize, civ i li za tion 
(sen'tu-rl) (an'shent) (slv'1-llz) (slv"l-ll-za'shun) 

Review Words: idea, custom (1025), instance, originally (1246), character 
( 1242). precise (1282), marriage (1237), women (533), modern (1013), 
tyrant (1093), society (1030), opposite (1042) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1296 

New Words: department, .serve, subordinate 
(dg-part'ment) (surv) (siib-or'dl-nat) 

Review Words: consideration, service (1252), substantial, member, retired, 
pension (1286), system (1109), extraordinary (1177), expand, salary 
(1172), customary (1025), ordinary (1163) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

26 389 



Lesson 1297 

New Words: profane, corrupt, disgusted 
(pro-fan') (ko-ru.pt') (dfs-gust'ed) 

Review Words: opinions, acquired, associations (1270), selfish, impatient 
(1045), itself, influence (1195), acquaintance (1268), particularly 
(1267), deceitful (1182), hereafter, cease (1256) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1298 
New Words: gen tie, lov a ble, charm 
(jen'tl) (luv'd-bl) (charm) 

Review Words: companion, congenial (1288), delightful, agreeable (1268), 
sensitive (1214), embarrass (1212), stared, tact (1033), disagreeable 
(1115), embarrassed (1212) 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1299 

New Words: crys tal, brit tie, col or less, trans par ent 
(krfs'tal) (brlt'l) (kul'er-les) (tr&ns-par'ent) 

Review Words: laboratory (1289), analyze, pulverize (1289), compound, 
artificially (1238), genuine (1284), glycerin (1143), liquid (1047), 
odor, changeable (1197), opposite (1042), inclosed 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1300 

New Words: jew el ry, or na men tal, or di na ri ly 
(ju'el-rl) (or'nd-men'tal) (or'dl-na-ri-li) 

Review Words: exception (1255), according (1255), prefer (1262), souvenir 
(1208), handsome, preferred, delicate (1163), enamel, artificial (1238), 
collar (498), diamond (615), precious 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

In connection with what is printed in line border in the' pupils' text's; 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

390 



impress upon the members of the class that we learn to spell so that we may 
express ourselves in writing; and that the test of our real progress is to be found 
in the correctness of our written work — not in oral spelling nor in class tests. 

Lesson 1301 

New Words: ties pass, per mis sion, li a ble 
(tres'pds) (per-mlsh'un) (H'd-bl) 

Review Words: caution (1291), ignorance (1272), seldom, nuisance (1012\ 
public, resent, challenged, accompany (1268), however, destroy, 
. judgment (1023), innocent (1008) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1302 

New Words: ap proached, hast i lv, hur ried ly 
(a-prochd') (has'tl-M) (hur'Id-H) 

Review Words: procession (996), proceed (1000), stationary (1256), pursuit, 
movement (1273), hasty, transportation (1277), channel, neigh- 
boring (1100), collision (1291), haste, responsible (1291) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1303 

New Words: lib er ty, rev o lu tion a ry, a roused 
(Hb'er-tl) (rev"6-lu'shun-a-rl) (d-rouzd') 

Review Words: observation, discouraged, desperate (1253), neutral (1174), 
strengthen (1213), compelled, centmy, future, ancient (1295), 
govern (1099), hopeful, venture 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1304 

New Words: rob ber y, par tic i pate, cun ning 
(rob'er-f) (par-tls-I-pat) (kun'Ing) 

Review Words: affair, attorney (1294), investigate, burglar (992), confederate 
(1253), subordinate, vault (1266), treasury (1274), transfer, skilful 
(1273), referred (1262), reward 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

'391 



Lesson 1305 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

See pupil's text. This test should consist of sentences or paragraphs 
dictated to the class by the teacher. See § 42, § 43, Chapter IV. Test on 
the words which have presented real difficulty to the members of this particular 
class. 



Lesson 1306 

New Words: cruelty, condemn, uncivilized 
(kroo'el-tl) (kon-dem') (un-slv'1-llzd) 

Review Words: human, horror (1101), outrage (1093), disgusting, corrupt 
(1297), profane, concern, reputation, descend (993), civilize, civili- 
zation, comparison 
Dictate in sentences, the words of this lesson. 



Lesson 1307 

New Words: lei sure, mur mur, drear y, te di ous 
(le'zhtir) (mur'mfir) (drer'I) (te'dl-us) 

Review Words: duty, dissatisfied, continually (1135), serve, eager, weary, 
peevish (1135), jealous (856), especially (998), amusement, humorous, 
irritate (1173) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1308 

New Words: complexion, com plex ioned, attractive, lovely 
(kom-plek'shiin) (kom-plgk'shund) (a-trak'trv) (liiv'll) 

Review Words: gentle, lovable (1298), gracious (1278), pleasing, modest 
(1154), muslin, skirt, ruffle, suitable (1075), snowy, embroidery 
(1127), whose (523) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1309 

New Words: es sence, e vap o rate, spray 
(es'ens) (e-vap'6-rat) (spra) 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menii; 

392 



Review Words: crystal (1299), colorless (1299), transparent (1299), mineral 
(1279), particle (1279), brittle (1299), alcohol (942), extract, fragrant 
(1060), resembled, ordinarily, ^considerable (1274) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1310 
New Words: quality, variety, stationery 
(kwSl'I-tl) (vd-ri'e-tl) (sta'shun-er-I) 

Review. Words: fine stationery, department, jewelry (1300), reduction, 
umbrella (461), ornamental, recommend (1242), quantity (1244), 
value, increase, abundant (1267), abundance (1257), curious (1294) 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

When time permits and occasion offers, give the class some drill after 
the fashion of Exercise IV in the Appendix to this Manual. 

Lesson 1311 
New Words: tempt, temptation, hesitate, yield 
(tempt) (temp-ta'shun) (hfiz'I-tat) (yeld) 

Review Words: permission, gather, trespass, steal (78S), trembled (1089), 
afraid (294), conscientious (12S1), endeavored (1283) 

See § 25, Chapter IV. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1312 

New Words: license, neglect, offense 
(li'sens) (neg-lekt') (6-fgns') 

Review Words: chauffeur (979), liable (1301), consequence, serious, prompt, 
complain (1135), limit, route (1000), excuse, judgment (1023), 
inconvenient (1251), inconvenience (1251) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1313 

New Words: endurance, final, recent 
(6n-dur'ans) (fl'nal) (re'sent) 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

393 



Review Words: liberty, revolutionary (1303), participate (1304), republic 
(1019), encouraged (1032), strengthened (1213), influence (1195), 
realize (1281), similar (1280), limited, temporary, hereafter 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test "of the preceding lesson. 

Lesson 1314 

New Words: beneath, beyond, prospect, regard, inner, latter 
(be"-neth') (be-y5nd') (pr6s'p6kt) (r6-gard') (In'er) (lat'er) 

Review Words: possession (1010), acknowledged, approached, robbery (1304), 
burglar (992), cunning"(1304), rascal, neighborhood (1022), hurriedly 
(1302), hastily (1302), parcel (1092), valuable (1082) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1315 

New Words: volume, fiction, tale, moral 
(v6l'um) (fik'shun) (tal) (mor'al) 

Review Words: author (640), exception (1255), tedious (1307), treasure, 
discovery (1010), buried (732), instance (1285), courage (1019), 
entitled (1276), opinion (1307), leisure (1307), curiosity 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1316 

New Words: utter, misery, sympathy 
(ut'er) (mlz'er-I) (slm'pa-thl) 

Review Words: cruelty (1306), conceive (1282), uncivilized (1306), dreary 
(1307), horrid (1152), filthy, aroused, condemned (1306), pitied, 
comfort (1172), service (1252), murmur (1307) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1317 

I7ew Words: per pen die u lar, horizontal, vertical 
(pur"pen-dlk'u-lcir) (hor"I-z6n'tal) (vur'tl-kal) 

Review Words: breadth (1131), precise (1282), distinguish, tennis (1042), 
tape, racket, twine, tying (1070), stretch, tough, sprinkle, carefully 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer: 
right, sin; cold, obey, cord, stop, cSmpare; unit, unite, burn, cut, focus, menu; 

394 



Dictate in sentences, the words of this lesson and any words misspelled 
'n the test of the preceding lesson. 

Lesson 1318 

New Words: childish, gay, excited 
(chlld'Ish) (ga) (6k-sit'6d) 

Review Words: gayety (1039), echoes (1101), companions, congenial (1288), 
complexion (1308), lovely, gymnastics, eager 
Dictate in sentences, the words of this lesson and any words misspelled 
in the tost of the preceding lesson. 

Lesson 1319 

New Words: at trae tion, at tend ant, de light ed 
(a-trak'shun) (a-ten'dant) (de-lit'6d) 

Review Words: delightful, substantial, variety (1310), quality (1310), attrac- 
tive (1308), genuine (1284), milliner (108(5), milliner}-, books and 
stationery (1310), ostrich feathers 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1320 

Review Words: rumors (1067) of war, go forth to fight, courage (1019), 
venture, control (1024), knowledge (1004), imaginary (1101), 
interested, frequent (1102), gradually (1000), furious (1079), timid 
(1113), mischievous (1056), deceive (1031) 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Apropos of what is printed in line border in the pupils' texts, point out 
the fact that in after life we are not judged by our ability to spell better or 
worse than any one else, but are expected to spell correctly all the words we 
write. 

Lesson 1321 

New Words: soul, con science, de sires 
(sol) (k6n'shens) (dS-zIrz') 

Review Words: instinct (1218), idea, liberty, tempt (1311), temptation (1311), 
offense, hesitate, yield (1311), treason (1014), shudder, calm, 
honor (1031) 

1 dot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

39.3 



See § 11, § 12, Chapter IV. 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1322 

New Words: length en, in san i ta rv 
(leng'thn) (In-san'Ma-ri) 

Review Words: license (1312), transportation (1277), liable (1301), accident 
(S58), acknowledge, responsible (1291), neglect (1312), terrible, 
thrown, nuisance (1012), complaint, hastily (1302) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1323 

New Words: pen nant, ob tain, ob tained 
(pen'ant) (6b-tan') (6b-tand') 

Review Words: souvenir (1208), endurance (1313), final, recent (1313), 
latter (1314), seldom (1293), reception, retired, participate (1304), 
ordinarily, continually (1135), entirely 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1324 

New Words: ac quaint ed, pre sume 
(a-kwan'ted) (prg-zum') 

Review Words: observation, acquaintance (1268), personal (1189), affair 
(1294), curious (1294), serve, society (1030), concern (1271), recom- 
mend (1242), pension (1286), source (690), account (912) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1325 

New Words: wreck, wrecked, fearful 
(rfik) (r6kd) (fer'fdbl) 

Review Words: freight (952), collision (1291), beneath (1314), desperately 
(1253), miracle, doubtless, burglar (992), caution (1291), excited, 
volume (1315), fiction, tale 
See § 25, Chapter IV. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 

396 






Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Apropos of what is printed in line border in the pupils' texts, see Establish- 
ing Habits through Practice, page 13, in this Manual. 

Lesson 1326 
New Words: con di tion, un for tu nate, sym pa thize 
(kon-dish'un) (un-for'tu-nat) (shn'pd-thlz) 

Review Words: misery (1316), sympathy (1316), consideration, ignorance 
(1272), moral (1315), beyond (1314), missionary (100S), investigate, 
. discourage, grateful (1041), pitiful (1089), particularly (1267) 
Dictate in sentences, the words of this lesson and an}' words misspelled 
in the test of the preceding lesson. 

Lesson 1327 

New Words: angle, margin, circular 
(an'gl) (mar'jln) (sur'ku-l«r) 

Review Words: perpendicular (1317), horizontal (1317), vertical (1317), ratio, 
radius, lengthen, surface (1120), breadth (1131), division, pulley 
(1040), central, accurate (1139) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1328 

New Words: en vy, de test, de spise 
(Sn'vl) (de-tesf) (de-spiz') 

Review Words: endeavor (1283), conscientious (1281), patience (1028), 
peevish (1135), selfish, spirit (1013), staring (1126), rude, vulgar 
(1136), disappoint, mischievous (1056), insanitary (1322) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1329 

New Words: dis posed, ful ly 
(dls-pozd') (fool'I) 

Review Words: quality (1310), crystal (1299), transparent (1299), jewelry 
(1300), variety (1310), ornament, catalog, stationery (1310), museum 
(994), cushion, linen (1007), flannel (1157) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

boot, foot; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix. 

397 



Lesson 1330 

New Words: kindness, good ness, hap pi ness 
(klnd'nSs) (gocd'n8s) (hap'I-nes) 

Review Words: friendship, attraction (1319), delighted, attendant (1319), 
courteous (1019), sympathize (1326), occasion (1049), sorrow (1103), 
mourning (1061), shown, wholly (1141), good 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

In connection with what is printed in line border in the pupils' texts 
under Lesson 1330, reread sentence printed in italics^on page 13 in this Manual. 

Lesson 1331 

New Words: min is ter, mes sage, re li gion, re li gious 
(mm'Is-ter) (mes'aj) (reMij'un) (r£-lrj-us) 

Review Words: service (1252), conscience (1321), assured (1250), yield (1311), 
corrupt (1297), profane, temptation (1311), tempt (1311), presume, 
heart, soul (1321), being 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1332 

New Words: avoid, prevent, safe ly, late ly, fender 
(ri-void') (pre-venf) (saf'll) (lat'll) (fen'der) 

Review Words: prospect, regard, v reck (1325), serious, recent, approached! 
trespass, condition, hesitate 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1333 

New Words: ex ert, stren u ous, strength en ing 
(Sg-zurt') (stren'u-us) (str8ng'thn-fng) 

Keview Words: permission, prompt, hurriedly (1302), participate (1304), 
endeavored (1283), discouraged, athletics (1002), approach, final, 
pennant (1323), desired, obtained 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, 6be3^, cord, stop, cSurpare; unit, unite, burn, cut, focus, menu; 

398 



Lesson 1334 

New Words: guardian, adopted, depend 
I (gar'dK-Sn) (a-d6pt'ed) (dg-pend) 

Review Words: orphan (1061), attorney (1294), acquainted, children, lovely, 
lovable (1298), clothing (389), woolen (743), woolly, gingham, 
customary (1025), unfortunate 
Dictate in sentences, the words of this lesson and any words mis- 
spelled in the test of the preceding lesson. 

Lesson 1335 

Dictate in sentences, any words misspelled in the test of the preceding 
lesson. 

See § 42, § 43, Chapter IV. 

See pupils' texts. Devote the period principally to the supervision of 
pupils' efforts to master particular words which present difficulties for them. 
The test should not necessarily contain the same words for all pupils. 

Lesson 1336 

New Words: Christ, Christianity, faith, mer cy 
(krist) (krfe'chl-an'I-U) (fath) (mur'sl) 

Review Words: despised (1328), condemned (1306), murmur (1307), envy, 
courage (1019), hopeful, religion, religious, belief, century, endur- 
ance (1313), prophecy (1090) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1337 

New Words: cylinder, circumference, diameter 
(sll'In-der) (ser-kum'fer-ens) (di-am'6-ter) 

Review Words: vertical (1317), horizontal (1317), perpendicular (1317), 
sphere (1129), surface (1129), circular (1327), margin (1327), parallel 
(903), triangle, warped, supported (1099), fully 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1338 

New Words: chisel, panel, partition, brace 
(chlz'el) ipan'el) (piir-tlsh'un) (bras) 

boot, fobt; found; boil; function; chase; good; joy; then, thick; hw = wh as in 
when ; zh = z as in azure ; kh = eh a? in loch. See pron unciation key in Appendix. 

399 



Review Words: angle (1327), height (993), breadth (1311), construct, lengthen 
(1322), dispose (1329), temporary, accurate (1139), beneath (1314), 
engine (401), stationary (1310), elevator (1014) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1339 

New Words: gam ble, tri fle, fick le 
(gam'bl) (trl'fl) (flk'l) 

Review Words: disposed (1329), detect, neglect (1312), leisure (1307), license 
(1312), offense (1312), liberty, moral (1315), misery (1316), associ- 
ations (1270), attendant (1319), disagreeable (1115) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1340 

New Words: Prot es tant, Chris tian, Cath o lie, Jew ish 
(pr5t'6s-tant) (kns'chan) (kath'6-lik) (jiilsh) 

Review Words: Christ, Christianity, kindness, goodness, happiness (1330), 
civilization, ancient (1295), principles (1000), prophet (1090), proph- 
ecy (1090), modern (1013) 
See Suggested Lesson Plan H, page 352. 

Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 
See § 9, § 10, Chapter IV. 

Lesson 1341 
New Words: sa cred, cat e chism 

(sa'krSd) (kat'S-klzm) 

Review Words: faith, minister, missionary (1008), praise, worship, prayer, 
conscience, religious, religion, soul (1321), human, develop (998) 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 



Lesson 1342 



New Words: fiend, hum bug 

(fend) (htim'bug) 



ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, c&mpare; unit, unite, burn, cut, focus, rnenii; 

400 



Review Words: avoid, prevent, tyrant (1093), rascal, tempt (1311), despise 
(1328), evil (1132), fearful 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1343 

New Words: in close, in closed 
(In-kloz') (In-klozd') 

Review Words: stationary, initial (997), application (895), address (475), 
madam, gentlemen, courteous (1019), truly (438), respect, respect- 
fully, cordially (1087), calendar (467), typewriter, signature (907) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1344 

New Words: clothe, clothed, jack et 
(kloth) (klo^d) (jak'fit) 

Review Words: guardian (1334), adopted, disposed (1329), depend, respon- 
sible (1291), lately, sufficient (1247), unfortunate, insanitary (1322 
desired, happiness (1330), grateful (1041) 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1345 

Review Words: territory (1106), colonj', settler, improvement (1022), supplied 

(1130), drought (1134), withered, dying (1094), decay, thorough 

(344), frequent (1102), wholly (1141), deserted, separate (416), 

no where 

Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

See § 23, § 24, § 26, § 27, Chapter IV, and then devote a little time to 
studying with the class such words as are given in line border at the bottom 
of page 79 in the pupils' texts. 

Lesson 1346 
Review Words: faith, memory (1232), sacred (1341), fiend, uncivilized (1306), 
condemned (1306), despised (1328), disposed (1329), appeared (1178), 
behavior (1173), awkward, pardon (101S) 

boot, foot; found; boil; function; chase; good; joy; thon, thick; hw=wh as in 
when; zh = z as in azure; kh = ch as in loch. See pronunciation key in Appendix, 

401 



Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1347 

Review Words: pulleys, radius, vertical (1317), cylinder (1337), circumference 

(1337), diameter (1337), chisel, panel (1338), partition, brittle (1299), 

wrecked (1325), lengthen (1322), angle (1327), circular (1327), 

central (1044) 

Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1348 

New Words: glis ten, scar let, flim sy 
(glfe'n) (skar'lfit) (flim'zl) 

Review Words: gamble, trifle (1339), fickle (1339), humbug, attraction (1319), 
cautioned (1291), clothed, traveler 
Dictate in sentences, the words of this lesson and any words misspelled 
in the test of the preceding lesson. 

Lesson 1349 

New Words: insane, mutter, pacify 
(m-san') (mut'er) (pas'I-fi) 

Review Words: nervous (1264), excited, irritated (1173), misery (1316), 
sympathy (1316), kindness, condition, guardian (1334), however, 
wretched (1108), wandered (1010), voyage 
Dictate in sentences, the words of this lesson and any words misspelled 

in the test of the preceding lesson. 

Lesson 1350 

See assignment in pupils' texts. Make this review as thoroughgoing and 
exhaustive as time will permit. 



ate, senate, rare, cat, local, far, ask, parade; scene, event, edge, novel, refer; 
right, sin; cold, obey, cord, stop, compare; unit, unite, burn, cut, focus, menu; 
boot, foot; found; boil; function; chase; good; joy; then, thick; hw=wh as in 
when ; zh = z as in azure ; kh = ch as in loch. See pronunciation key in Appendix. 

402 



Review List 



ability (1231) 
absurd (1212) 
abundance (1257) 
accommodate (1241) 
accompanied (1268) 
accurate (1139) 
accustomed (1227) 
achieve (1021) 
acknowledge 
acquainted 
advertisement 
affair '(1294) 
airplane 
all right (673) 
ancient (1295) 
announcement (1237) 
apparatus (1040) 
apparently (1227) 
appeared (1178) 
appearance (1189) 
application (895) 
appoint (1265) 
appreciate (894) 
approached 
arrangement (1227) 
artificial (1238) 
association (1270) 
athletics (1002) 
atmosphere (1188) 
attacked (931) 
attendance (1187) 
attraction (1319) 
audience 
banquet 
behavior (1173) 
beneath (1314) 
benefited (882) 
bouquet (769) 
boundary (1223) 
breadth (1131) 
brief (1259) 
burglar (992) 
business (414) 
calendar (467) 
campaign (1176) 
cancellation 
candidate (959) 
capital (889) 
cautioned 
ceased (1256) 
cemetery (1071) 
century 



changeable (1197) 
character 
chauffeur (9791 
circumference (1337) 
circumstance 
citizen 
civilized 
college (1190) 
collision (1291) 
comfort (1172) 
comfortable (1172) 
commercial (1201) 
committee (965) 
compelled 
complaint 
complete (1109) 
complexioned (1308) 
compliment (1075) 
conceited (1192) 
concern (1271) 
condemn (1306) 
condition 
connection (1213) 
conquered (1016) 
conscience (1321) 
conscientious (1281) 
consequence 
considerable (1274) 
continually (1135) 
control (1024) 
convenience (1238) 
convenient (1034) 
conversation 
cordially (1087) 
courage (1019) 
courteous (1019) 
criticized (1249) 
criticism 
curious (1294) 
customary (1025) 
cylinder (1337) 
deceitful (1182) 
deceive (1031) 
decent (1221) 
decided 
declare 

defence (1263) 
definite (1239) 
degree 

delicious (1037) 
depth 
descend (993) 

403 



despise 
develop (998) 
difficulty (1002) 
diphtheria (1175) 
disagreeable (904) 
disappeared (904) 
disappointment (1293) 
discussion 
disease (877) 
disgust 

disguise ( 1 1 79 1 
dissatisfied (1145) 
distinguished 
district (1116) 
doubtless 
earnest (1003) 
easily (1039^ 
education 
effort 

elaborate (1228) 
election (959) 
embarrassed (1212) 
emergency (1112) 
emphasized 
endeavored (1283) 
engage 

entrance (1055) 
especially (998) 
evaporate (1309) 
exaggerate (1226) 
exception (1255) 
exhaust (1204) 
experience (1051) 
extraordinary (1177) 
extremely (1219) 
failure 

familiar (1179) 
famous (1177) 
feature (1130) 
February (449) 
fertile (913) 
final 

foreign (759) 
fortunate (672) 
frequent (1102) 
garage (606) 
gasoline (767) 
generally (1068) 
genuine (1284) 
government (649) 
governor (649) 
gradually (1000) 



graduated 
grateful (1041) 
handsome 
happiness (1330) 
height (993) 
hesitate 
honor (1031) 
hospital (787) 
however 
humorous (1226) 
ignorance (1272) 
illustrated 
immediately (1054) 
impatient (1045) 
impossible (1031) 
incomp ete (1184) 
inconvenience (1251) 
inconvenient (1251) 
increase 
independent 
influence (1195) 
innocent (1008) 
instance (1285) 
insurance (1191) 
intelligent (1195) 
interested (1004) 
introduce (1087) 
irregular (1256) 
irritate (1173) 
jealous (856) 
judgment (1023) 
justice (1014) 
kerosene (829) 
knowledge (1004) 
legislature 
leisure (1307) 
lengthen (1322) 
liable (1301) 
liberty 

license (1312) 
machinery (844) 
majority 
marriage (1237) 
materials 
mentioned (841) 
message 
mischief (838) 
mischievous (1056) 
modern (1013) 
mortgage (1181) 
motor (767) 
movement (1273) 
mysterious (904) 
natural 



necessary (820) 
nervous (1264) 
neutral (1174) 
nuisance (1012) 
objection 
occasionally (861, 
occurred (1083) 
official (1176) 
opportunity (1003) 
opposite (1042) 
orchestra (1196) 
originally 
parallel (903) 
partial (1188) - 
patience (1028) 
pause (1259) 
peculiar (1119) 
pension (1286) 
personal (1189) 
persuade (1106) 
political (il76) 
population (999) 
position 
possession 
practical (1282) 
preferred (1262) 
preparation (1183) 
president (649) 
principal (472) 
principle (1009) 
privilege (1041) 
probablv (1032) 
proceed (1000) 
profession (1209) 
program 
prompt 
provide 
public 

quantity (1244) 
quarantine (1175) 
realize (1281) 
receipt (907) 
received (475) 
recent (1313) 
recognize (1179) 
recommend (1242) 
reference (944) 
referred (1262) 
reinforce 
religious 
remnant (1243) 
repealed (1235^ 
represent 

404 



reputation 
resemble 
resent 

respectfully (651) 
responsible 
ridicule (1217) 
ridiculous (1217) 
rumor (1067) 
salary (1172) 
sanitary (1184)' 
scarcely (1119) 
scheme (662) 
scissors (747) 
searched (823) 
seized (995) 
seldom (1293) 
sensible (1023) 
separate (416) 
serious 

service (1252) 
session 
severe (1059) 
signature (907) 
similar (1280) 
sincerely (651) 
society (1030) 
stationary (1256) 
stationery (1310) 
strengthen (1213) ' 
strenuous 
succeed (633) 
successful (827) 
sufficient (1247) 
suggest (1229) 
suggestion 
superintendent (835) 
supposed (1046) 
suspicious (1000) 
sympathize (1326) 
system (1109) 
tedious (1307) 
temperate (1105) 
temporary 
thorough (1051) 
timid (1113) 
transparent (1299) 
treasury (1274) 
unconscious 
unfortunate 
university 
valuable (1082) 
variety (1310) 



Common Abbreviations 



account a/c or acct. 

afternoon P. M. 

agent agt. 

Anno Domini A. D. 

April Apr. 

August Aug. 

Company Co. 

County Co. 

December Dec. 

department dept. 

doctor Dr. 

February Feb. 

forenoon A. M. 

Friday Fri. 

gallon gal. 

General Delivery Gen. Del. 

January Jan. 

June Tune 

July July 

March Mar. 

May May 

Messieurs \ Messrs 

Misters / Messrs. 

Mister Mr. 

and others, 



Mistress Mrs. 

Monday Mon. 

November. Nov. 

number no. 

October Oct. 

ounce oz. 

ounces oz. 

page p. 

pages pp. 

pound lb. 

pounds lbs. 

Postscript P. S. 

Reply, if you please . . R. S. V. P. 

Rural Delivery R. D. 

Saturday Sat. 

September Sept. 

Street St. 

Sunday Sun. 

Thursday Thurs. 

Tuesday Tues. 

United 'States TJ. S. 

United States of Amer- 
ica U.S.A. 

Wednesday Wed. 

et cetera, etc. 



405 



CHAPTER VI 

The Measurement of Results in Spelling 

The practical need for some effective instrument which 
will measure with reasonable accuracy the comparative spelling 
efficiencies of individuals and groups of children has produced 
a number of so-called standard tests and scales. Some of these 
scales are useful for administrative purposes, but none of them 
is of great value to the classroom teacher as a means of meas- 
uring the specific results of spelling instruction or of indicating 
growth in individual spelling efficiency. The best of these scales 
have two practical values: 

(1) They give us a list of familiar test words having known 

degrees of difficulty. 

(2) They make it possible to arrive at a reasonably accurate 

estimate of the comparative spelling efficiencies 

of groups of children. 
The most practical and widely used scale yet devised (1922) 
is known as the Ayres Measuring Scale for Ability in Spelling, 
published (1915) by the Russell Sage Foundation, New York. 
This scale, by the courtesy of the publishers, is reproduced 
opposite this page, accompanied by the author's statement con- 
cerning its derivation and its proper use. 



406 



A 


B 


c 


D 


E 


F 


G 1 H 


| 


J 


iidGr.>99 


98 


96 


94 


93 
98 


88 


84 79 


73 


66 




3d ^ 
Grade^ 


lOO 


99 


96 


94 
99 


9a 

98 


88 


84 






4th ». 
Grade * 


lOO 


96 


94 




5th v^ 


lOO 


99 


98 














Grade ^ 




6th - 


lOO 


















Grade^ 




me 


and 


a 


the 


he 


of 


by 


day 


nine 


seven 


do 


go 


it 


in 


you 


be 


have 


eat 


face 


forget 




at 


is 


so 


will 


but 


are 


sit 


miss 


happy 




on 


she 


no 


we 


this 


had 


lot 


ride 


noon 




can 


now 


an 


all 


over 


box 


tree 


think 




see 


man 


my 


your 


must 


belong 


sick 


sister 




run 


ten 


up 


out 


make 


door 


got 


cast 




bed 


last 


time 


school 


yes 


north 


card 




tOD 


not 


may 


street 


low 


white 


south 




us 


into 


say 


soft 


spent 


deep 




am 


him 


come 


stand 


foot 


inside 




good 


today 


hand 


yard 


blow 


blue 




little 


look 


ring 


bring 


block 


post 




ago 


did 


live 


tell 


spring 


town 




old 


like 


kill 


five 


river 


stay 




bad 


six 


late 


baU 


plant 


grand 




red 


boy 


let 


law 


cut 


outside 




book 


big 


ask 


song 


dark 




mother 


just 


winter 


band 




three 


way 


stone 


game 




land 


get 


free 


boat 




cold 


home 


lake \ 


rest 




hot 


much 


page 


east 




hat 


call 


nice 


son 




child 


long 


end 


help 




ice 


love 


fall 


hard 




play 


then 


feet 


race 




sea 


house 


went 


cover 




year 


back 


fire 




to 


away 


age 




I 


paper 


gold 




as 


put 


read 




send 


each 


fine 




one 


soon 


cannot 




has 


came 


May 




[some 


Sunday 


line 




if 


show 


left 




[how 


Monday 


ship 


HOW TO USE THE SCALE 


her 
them 


yet 
find 


train 
saw 


"All the words in each column are of approx- 


other 
baby 


give 
new 


pay 
large 


imately equal spelling difficulty. The steps in spelling 


well 
about 


letter 
take 


near 
down 


difficulty from each column to the next are approxi- 


men 


Mr. 


why 


mately equal steps. The numbers at the top indicate 


for 
ran 


after 
thing 


bill 
want 


about what per cent of correct spellings may be ex- 


was 


what 


girl 

part 
still 


pected among the children of the different grades. 


his 


its 


For example, if 20 words from column H are given as 


led 
lay 


very 
or 


place 
report 


a spelling test it may be expected that the average 




thank 


never 
found 
side 


score for an entire sceond grade spelling them will be 




dear 
west 


about 79 per cent. For a third grade it should 




sold 
told 


kind 
life 


be about 92 per cent, for a fourth grade about 98 




best 


here 


per cent, and for a fifth grade about 100 per cent. 




form 
far 


car 
word 


* * * 4= 4= 4c 




gave 


every 






alike 


under 


By means of these groupings a child's spelling 




add 


most 
made 
said 


ability may be located in terms of grades. Thus if 






a child were given a 20 word spelling test from the 






work 


words of column and spelled 15 words, or 75 per 






more 


cent of them, correctly it would be proper to say 






when 
from 


that he showed fourth grade spelling ability. If he 






wind 


gpelled correctly 17 words, or 85 per cent, he would 






print 
air 


s how fifth grade ability, and so on." 






fill 

along 
lost 
name 










room 








hope 








same 








glad 








with 








mine 



APPENDIX 



Selective Bibliography 

1. Ayres, Leonard P., Measuring Scale for Ability in Spelling. Russell Sage 

Foundation, 130 East 22d Street. New York. 1915. Price, 30 cents. 

Reports the cumulative evidence that "a few words do most of our 
work when we write" and gives the method by which the author has 
derived a spelling scale based on a foundation vocabulary of "the 1000 
commonest words" used in writing. (See significant excerpts and the 
Scale opposite page 406.) 

2. Jones, W. Franklin, Concrete Investigation of the Material of English Spelling, 

University of South Dakota, Vermilion, S. D., 1914. Price, 10 cents. 

Presents a graded list of 4532 words selected from an examination of 
more than 15,000,000 running words occurring in the written compositions 
of 1050 school children in grades II to VIII inclusive. 

3. Kallom, Arthur W., Some Causes of Misspelling. Journal of Educational 

Psychology, Baltimore, Md., September, 1917. 

Presents the results of a study in the identification of difficult parts 
of words. 

4. Suhrie, Ambrose L., and Koehler, Robert Philip, The Making of a Course of 

Study in Spelling. The John C. Winston Company, Philadelphia, 1922. 
Price, 50 cents. 

Sets forth the principles underlying (1) the selection and gradation 
of words and their organization into a course of study; (2) the develop- 
ment of effective methods of supervised and of independent study of 
spelling words. 

5. Tidyman, Willard R., The Teaching of Spelling. World Book Company, 

Yonkers-on-Hudson, New York, 1919. Price, $1.00. 

Summarizes the results of numerous investigations and studies in 
both content and method, gives spelling lesson plans, suggests a minimum 
word list and presents an exhaustive classified bibliography. 

407 



MEASURING SCALE FOR ABILITY IN SPELLING 



98 



good 
little 
ago 



all 

your 

out 

time 

may 

Into 

him 

today 

look 

did 



have 

are 

had 

over 

must 

make 

school 

street 

say 

come 

hand 

ring 

live 

kill 

late 

let 

big 

mother 

three 

land 

cold 

hot 

hat 

child 

ice 

play 



HOW TO USE THE SCALE 

"All the words in each column are of approx- 
imately equal spelling difficulty. The steps in spelling 
difficulty from each column to the next are approxi- 
mately equal steps. The numbers at the top indicate 
about what per cent of correct spellings may be ex- 
pected among the children of the different grades. 
For example, if 20 words from column H are given as 
a spelling test it may be expected that the average 
score for an entire sceond grade spelling them will be 
about 79 per cent. For a third grade it should 
be about 92 per cent, for a fourth grade about 98 
per cent, and for a fifth grade about 100 per cent. 
****** 

By means of these groupings a child's spelling 
ability may be located in terms of grades. Thus if 
a child were given a 20 word spelling test from the 
words of column O and spelled 15 words, or 75 per 
cent of them, correctly it would be proper to say 
that he showed fourth grade spelling ability. If he 
spelled correctly 17 words, or 85 per cent, he would 
s how fifth grade ability, and so on." 



98 



door 

yes 

low 

solt 

stand 

yard 

bring 

tell 



home 

much 

call 

long 

love 

then 

house 

year 



send 

one 

has 

some 

if 

how 

her 

■them 

other 

baby 

well 

about 

men 

lor 

ran 



nine 

face 

miss 

ride 

tree 

sick 

got 

north 

white 

spent 

foot 

blow 

block 

spring 

river 

plant 

cut 

song 

winter 

stone 

free 

lake 

page 



fall 

feet 

went 

back 

away 

paper 

put 

each 



yet 

find 

give 

new 

letter 

take 

Mr. 



very 

or 

thank 

dear 

west 

sold 

told 

best 

form 



seven 

forget 

happy 

noon 

think 

sister 

cast 

card 

south 

deep 

inside 

blue 

post 

town 

stay 

grand 

outside 

dark 

band 

game 

boat 

rest 

east 



read 

fine 

cannot 

May 

line 

left 

ship 

train 

saw 

pay 

large 

near 

down 



want 

girl 

part 

still 

place 

report 

never 

found 



under 

m:ide 

said 

work 

our 

more 

when 

from 

wind 

print 

air 

fill 

along 

lost 

name 

hope 
same 
glad 



brother 

rain 

keep 

start 

mail 

eye 

glass 

party 

upon 



ould 
any 
could 
should 
city 
only 
where 
week 
first 
sent 
mile 
seem 
even 
without 
afternoon 
Friday 
hour 
wife 
state 
July 
head 
story 
open 



reach 

better 

water 

round 

cost 

price 



move 

delay 

pound 

belilnd 

around 

burn 

camp 

bear 

clear 

clean 

spell 

poor 

finish 

hurt 

maybe 

across 

tonight 

tenth 

sir 

these 

club 

seen 

felt 

full 

fail 

set 

stamp 

light 

coming 

cent 

night 

pass 

shut 



catch 

black 

warm 

unless 

clothing 

began 



suit 

track 

watch 

dash 

fell 

fight 

buy 

stop 

walk 

grant 

soap 

news 

small 

war 

summer 

above 

express 

turn 

lesson 

half 

father 

anything 

table 

high 

talk 

June 

right 

date 

road 

March 

next 

indeed 

four 

herself 

power 

wish 

because 

world 

country 

meet 

another 

trip 

list 

people 

ever 

held 

church 

once 

own 

before 

know 

dead 

leave 

early 

close 

flower 

nothing 

ground 

lead 

such 

many 

morning 

however 

mind 

shall 

alone 

order 

third 

push 

point 

within 

done 

body 



M 



trust 

extra 

dress 

beside 

teach 

happen 

begun 

collect 

file 

provide 

sight 

stood 

fix 

born 

goes 

hold 

drill 

army 

pretty 

stole 

income 

bought 

paid 

enter 

railroad 

unable 

ticket 

account 

driven 

real 

recover 

mountain 

steamer 

speak 

past 

might 

begin 

contract 

deal 

almost 

brought 

Less 

event 

off 

true 

took 

again 

inform 

both 

heart 

month 

children 

build 

understand 

follow 

charge 

says 

member 

case 

while 

also 

return 

those 

office 

great 

Miss 

who 

died 

change 

wire 

few 

please 

picture 

money 

ready 



except 

aunt 

capture 

wrote 

else 

bridge 

offer 

suffer 

built 

center 

front 

rule 

carry 

chain 

death 

learn 

wonder 

tire 

pair 



heard 

inspect 

itself 

always 

something 

write 

expect 

need 

thus 

woman 

young 

fair 

dollar 

evening 

plan 

broke 

feel 

sure 

least 

sorry 

press 

God 

teacher 

November 

subject 

April 

history 

cause 

study 



nor 

January 

mean 

vote 

court 

copy 

act 

been 

yesterday 

among 

question 

doctor 

hear 

size 

December 

dozen 

there 

tax 

number 

October 

reason 

fifth 



99 



eight 

afraid 

uncle 

rather 

comfort 

elect 

aboard 

Jail 

shed 

retire 

refuse 

district 

restrain 

royal 

objection 

pleasure 

navy 

fourth 

population 

proper 

Judge 

weather 

worth 

contain 

figure 

sudden 

forty 

Instead 

throw 

personal 

everything 

rate 

chief 

perfect 

second 

slide 

farther 

duty 

intend 

company 

quite 

none 

knew 

remain 

direct 

appear 

liberty 

enough 

fact 

board 

September 

station 

attend 

between 

public 

friend 

during 

through 

police 

until 

madam 

truly 

whole 

address 

request 



Tuesday 

struck 

getting 

don't 

Thursday 



98 



spend 

enjoy 

awful 

usual 

complaint 

auto 

vacation 

beautiful 

flight 

travel 

rapid 

repair 

trouble 

entrance 

im portance 

carried 

loss 

fortune 

empire 

mayor 

wait 

beg 

degree 

prison 

engine 

visit 

guest 

department 

obtain 

family 

favor 

Mrs. 

husband 

amount 

human 

view 

election 

clerk 

though 

o'clock 

support 

does 

regard 

escape 

since 

which 

length 

destroy 

newspaper 

daughter 

answer 

reply 

oblige 

sail 

cities 

known 

several 

desire 

nearly 



Q 



_93_ 
96 



final 

tenible 

surprise 

period 

addition 

employ 

property 

select 

connection 

firm 

region 

convict 

private 

command 

debate 

.crowd 

factory 

publish 

represent 

term 

section 

relative 

progress 

entire 

president 

measure 

famous 

serve 

estate 

remember 

either 

effort 

Important 

due 

include 

running 

allow 

position 

field 

ledge 

claim 

primary 

result 

Saturday 

appoint 

information 

whom 

arrest 

themselves 

special 

women 

present 

action 

justice 

gentleman 

enclose 

await 

suppose 

wonderful 

direction 

forward 

although 

prompt 

attempt 

whose 

statement 

perhaps 

their 

imprison 



_6ft_ 
94 



forenoon 

lose 

combination 

avenue 

neighbor 

weigh 

wear 

entertain 

salary 

visitor 

publication 

machine 

toward 

success 

drown 

adopt 

secure 

honor 

promise 



busy 

prefer 

illustrate 

different 

object 

provision 

according 

already 

attention 

education 

director 

purpose 

common 

diamond 

together 

convention 

Increase 

manner 

feature 

article 

service 

injure 

effect 

distribute 

general 

tomorrow 

consider 

against 

complete 

search 

treasure 

popular 



motion 

theater 

improvement 

century 

total 

mention 

arrive 

supply 

assist 

difference 

examination 

particular 

affair 

course 

neither 

local 

marriage 

further 

serious 

doubt 

condition 

government 

opinion 



possible 

piece 

certain 

witness 

investigate 

therefore 



too 
pleasant 



79 



volume 

organize 

summon 

official 

victim 

estimate 

accident 

invitation 

accept 

Impossible 

concern 

associate 

automobile 

various 

decide 

entitle 

political 

national 

recent 

business 

refer 

minute 

ought 

absence 

conference 

Wednesday 

really 



meant 

earliest 

whether 

distinguish 

consideration 

colonies 

assure 

relief 

occupy 

probably 

foreign 

expense 



beginning 

application 

difficulty 

scene 

finally 

develop 

circumstance 

issue 

material 

suggest 

mere 

senate 

receive 

respectfully 

agreement 



elaborate 

citizen 

necessary 



79 



principal 

testimony 

discussion 

arrangement 

reference 

evidence 

experience 



secretary 
association 
career 
height 



w 



73 



organization 

emergency 

appreciate 

sincerely 

athletic 

extreme 

practical 

proceed 

cordially 

character 

separate 

February 



50_ 



immediate 

convenient 

receipt 

preliminary 

disappoint 

especially 

annual 

committee 



LIMITATIONS OF THE SCALE 

" It must be remembered that the pres- 
ent scale or any scale for measuring spelling 
attainment ■will become increasingly and 
rapidly less reliable for measuring purposes 
as the children become more accustomed 
to spelling these particular words. In 
proportion as these lists are used for the 
purposes of classroom drill, the scale will 
become untrustworthy as a measuring 
instrument. Probably the scale will have 
served its greatest usefulness in any local- 
ity when the school children have mastered 
these 1,000 words so thoroughly that the 
scale has become quite useless as a meas- 
uring instrument." 



Russell Sage Foundation, New York City 

Division of Education 

Leonard P. Ayres, Director 



The data of this scale are computed from an aggregate of 
1,400,000 spellings by 70,000 children in 84 cities throughout 
the country. The words are 1,000 in number and the list is 
the product of combining different studies with the object of 
identifying the 1,000 commonest words in English writing. 
Copies of this scale may be obtained for five cents apiece. 
Copies of the monograph describing the investigations which 
produced it may be obtained for thirty cents each. Address 
the Russell Sage Foundation. Division of Education, 130 
East 22d Street, New York City. 



Exercises in the Use of the Dictionary 

The pupil who has mastered the spelling of all the words contained in 
the Spell-to- Write Spelling Books should be able to spell correctly in writing 
those words which are "commonly used in writing." The special or individ- 
ual spelling needs of pupils while in school or after leaving school can be 
provided for as follows: 

(1) Below the fourth grade, where little spontaneous written work may 
ordinarily be expected, the teacher must be willing, on request, to place on 
the blackboard any words which may be needed and which have not yet 
occurred in the spelling lists or have not yet been mastered. 

(2) In the fourth grade and above, pupils must be taught that (since no 
school can afford to take the time to teach an exhaustive spelling list) their 
special individual needs should be met by the effective use of the dictionary 
as a reference book in spelling. The exercises given below have been prepared 
with primary reference to the use of the dictionary for this purpose. 

Suitable Dictionary Required. For the successful conduct of any of these 
exercises, each member of the class should be provided with a "Common 
School," an "Abridged," a "Simplified," or other dictionary appropriate to 
his age and grade. 



Finding Words 

EXERCISE I. How to Find Words in the Dictionary 

1. Look at the first page of words in the dictionary proper. 

2. In what order are these words arranged? 

3. Why are the words in a dictionary arranged alphabetically? 

4. Name some other books, files or lists that are arranged alphabetically. 
(See the City Directory, the Telephone Directory, book indexes, card catalogs 
in libraries, address lists in business offices, etc. 

EXERCISE II. How to Alphabetize a List of Words 

1. Why do above, afraid, after, again, and always occur in the order* 
here given? 

2. Arrange acid, ache, acorn in alphabetical order. 

3. Look up these words in the dictionary and see if they occur in the 
order* of your arrangement. 

Note. — The particular words chosen may vary according to the dictionary 
in use and the advancement of the pupils participating in the exercise. 



' In any given dictionary any number of other words may, of course, intervene. 

408 



EXERCISE III. Speed Test in Finding Words in the Dictionary 

1. Designate the pupils of the class by odd and even numbers. 

2. Ask them to write on slips of paper some such lists as the following: 

"The Odds" — adapt, couple, fresh, open, vivid 
"The Evens" — afar, court, frown, opera, voice 

3. Direct the members of each group to write after words on their list, 
the pages* in the dictionary on which these words occur. Give signal to begin. 

4. Call time when all "the odds" or all "the evens" have finished. 

5. Check on the accuracy and give each group a score which corresponds 
to the total number of pages correctly entered when time was called. 

Note. — The particular words chosen may vary according to the dictionary 
in use and the advancement of the pupils participating in the exercise. 

Syllabication 

EXERCISE IV. The Proper Division of Words at the End of a Line 

in Writing 

1. Dictate to the class such sentences as the following: 

(a) The teacher placed the accent on the last syllable. 

(6) I measured the circumference and found it to be ten feet. 

(c) He was said to be a man of intelligence, integrity, and genuine 

refinement of manner. 

(d) The child was sick of diphtheria and there was little hope of her 

recovery. 

2. Have pupils look up the syllabication of the following words from 
these sentences: accent, circumference, intelligence, diphtheria. 

3. Have them rewrite the sentences in 1 above so as to make the first 
line of sentence (a) end with a part of the word accent; the first line of sentence 
(6) end with a part of the word circumference; the first line of sentence (c) 
end with a part of the word intelligence; and the first line of sentence (d) end 
with a part of the word diphtheria. 

4. Indicate to the class where each of these words may properly be 
divided at the end of a line in writing. 

5. If necessary have pupils correct their sentences accordingly. 

Note. — The particular words chosen may vary according to the dictionary 
in use and the advancement of the pupils participating in the exercise. 

Pronunciation 
EXERCISE V. Correct Pronunciation as an Aid to Correct Spelling 

1. Ask pupils to look up pronunciation of February, government and arctic. 

2. Point out the relation between the correct enunciation of the second 
syllables of Feb-ru-a-ry and gov-ern-ment and the correct spelling of these words. 

* The pages to be entered will vary according to the dictionaries in use. 

409 



3. Call attention to the fact that the distinct enunciation of the first 
syllable of the word arc-tic renders the misspelling of this word much less 
likely. 

4. Drill on the correct pronunciation of February, government and arctic. 

5. Call attention to the fact that in dictionaries where the division of 
syllables is marked with a hyphen (-), the use of the primary accent mark (') 
or the secondary accent mark (") after a given syllable results in the omis- 
sion of the hyphen; for example, after the first and third syllables of 
6"t6-mo'bIl. 

Note. — The particular words chosen may vary according to the dictionary 
in use and the advancement of the pupils participating in the exercise. 

Abbreviations 

EXERCISE VI. The Use of Common Abbreviations in Writing 

1. Refer to the section of the dictionary in which is given a list of common 
abbreviations. 

2. Call attention to the alphabetical arrangement of these abbreviations. 

3. Have pupils select and if possible agree upon a list of ten abbreviations 
most commonly, or at least frequently, used in writing. 

4. Write the following list of words on the blackboard and ask pupils to 
look up their abbreviations: 

Postscript, bushel, county, gallon, manuscript, Daughters of the 
American Revolution, Grand Army of the Republic, et cetera. 

5. Place correct abbreviations of these words on the blackboard and have 
pupils check their papers. 

Note. — The particular words chosen for this list may vary according to 
the dictionary in use and the advancement of pupils participating in the 
exercise. 

Capitalization 
EXERCISE VII. The Use of Capital Letters in Writing 

1. Have pupils prepare from their spelling books a list of proper names 
which should begin with capital letters. 

2. Have them make a list of the abbreviations appearing in their books 
(page 62, Book Three, and page 84, Book Four) which begin with capitals. 

3. Divide pupils of the class into groups and ask each group to make a 
list of ten proper names given under a particular letter in the dictionary. 

4. Dictate a paragraph containing some proper names and some abbre- 
viations and have a pupil write it on the blackboard with the class checking 
on the right use of capitals in the spelling of proper names and at the be- 
ginning of sentences, and on the use of abbreviations. 

410 



Prefixes 
EXERCISE VIII. The Study of Prefixes as an Aid in Spelling 

1. Have pupils select from their spelling books a list of five to ten words 
having prefixes, 

2. Have some member of the class arrange them in such a way as to 
group all which have a common prefix. 

3. Have the pupils indicate the common prefix in each group of words 
thus formed. 

4. Develop the meaning of each prefix. For example: dissatisfied = 
not-satisfied. 

5. Comment on the importance of learning the meaning of certain prefixes 
as an aid in the correct spelling of words in which they occur. For example: 
the child who knows the meaning of the prefix ante (before) is not likely to 
misspell the word antedate and once he understands the meaning of the prefix 
anti (against) he is not apt to misspell the word antidote. 

Varied Meanings of Words 
EXERCISE IX. The Varied Meanings of Particular Words 

1. Look up in the dictionary* the meaning of each of the words spelled 
bow. Write sentences illustrating two distinct uses of this word. 

2. Look up the meaning of instruct and write two sentences illustrating 
two more or less distinct uses of the word. 

3. Look up the meaning of fancy and write two sentences illustrating 
two more or less distinct uses of the word. 

Note. — The particular words chosen may vary according to the dictionary 
in use and the advancement of the pupils participating in the exercise. 

Homonyms 
EXERCISE X. The Correct Uses of Certain Homonyms 

1. Look up in the dictionary f and write out a list of sentences illustrating 
the apt uses of their and there. 

2. Look up and write out a list of sentences illustrating the apt uses of 
peace and piece. 

3. Look up and write out a list of sentences illustrating the apt uses of 
bow and bough. 

4. Have the best of these sentences read to the class and then written on 
the blackboard. See § 11, § 12, and § 41, Chapter IV. 

* The best of our "Common School" or "Simplified" dictionaries contain practically all 
the words which pupils in the first eight grades might need to ascertain the meaning and use 
of. It is desirable, however, that pupils above the fifth grade be encouraged to consult an 
unabridged dictionary on occasion, for the more definite, distinct and specific uses of words. 

t The particular words chosen may vary according to the needs of pupils in any given 
class. This exercise is intended (in so far as spelling is concerned) for corrective purposes 
only; that is, to assist pupils to associate certain homonyms with their right uses in sentences. 

411 



Pronunciation Key 

Giving the Signs Indicating Paeticular Sounds 
Accent 
The word accent is applied to the special emphasis which is placed upon 
certain syllables in words of more than one syllable. Sometimes a word has 
one accented syllable, which is indicated by a single mark ['] after the syl- 
lable. Sometimes a word has two accented syllables, a principal, or heavier, 
one and a secondary, or lighter, one. The principal accent is indicated by a 
single mark ['], and the secondary by a double mark ["]. 

Vowels 
a, as in ate, pale, fa'vor, is called long a. It occurs in accented syllables. 
a, as in fo'li-age, sen'ate, often represents long a in unaccented syllables. 
a, as in rare, par'ent, pre-pare', represents a folloiced by r in accented syllables. 
a, as in cat, gar'ret, is called short a. It occurs in accented syllables. 
a, as in lo'cal, af-fect', often represents short a in unaccented syllables ending 

in a consonant. 
a, as in calm, far, cart, is called broad or Italian a. 
a, as in ask, com-mand', is called intermediate a. 
a, as in bd-na'nd, pd-rade', represents intermediate a in unaccented syllables, 

usually those not ending in a consonant. It is called indeterminate a. 
e, as in e'ven, scene, con-cede', is called long e. It occurs in accented syllables. 
e, as in e-vent', de-scribe, cre-ate', pro-pri'e-ty, often represents long e in 

unaccented syllables. 
e, as in de-fect', ex'tra, edge, ef-fect', end-ed, is called short e. It occurs in 

accented syllables and in unaccented first and last syllables. 
e, as in nov'el, re'cent, often represents short e in unaccented syllables. 
e, as in writ'er, re-fer', con'fer-ence, represents unaccented e before r. 
1, as in right, de-light', i-de'a, is called long i. It occurs in accented and 

unaccented syllables. 
1, as in sin, be-gin, dis-sect', is called short i. It occurs in accented and un- 
accented syllables. 
6, as in hope, cold*, ech'6, is called long o. It occurs in accented and unaccented 

syllables. 
6, as in po-ta'to, 6-bey', often represents long o in unaccented syllables. 
6, as in cord, or'der, a-dorn', cldth, is called open or intermediate o. It occurs 

in accented syllables ending in a consonant, often before r. 
6, as in cor'al, stop, 6b-la'tion, is called short o. It occurs in accented and 

unaccented syllables. 
8, as in corn-pare, cor'8-net, usually represents short o in unaccented syllables. 
u, as in cure, u'nit, hu'man, is called long u. It occurs in accented syllables. 
u, as in u-nite, hu-mane', cir'cu-late, represents long u in unaccented syllables. 
ill, as in burn, oc-cur', fur, represents accented u before a single r in the same 

syllable. 

412 



u, a< in hurry, up-set', cut, is called short u. It occurs in accented and 

unaccented syllables. 
u, as in fo'cus, sup-port', suc-ceed, usually represents short u in unaccented 

syllables. 
ii, as in me'nii, represents French u or German u-umlaut. 

Sometimes a certain sound of one vowel is indicated by a special marking 
of another. Thus: 

a, as in all, wa'ter, walk, is represented by 6. 

a, as in what, was, is represented by 6. 

e, as in re-fer', herd, is represented by u. 

e, as in there, where, is represented by a. 

i, as in stir, irk'some, is represented by u. 

i, as in e-lix'ir (unaccented), is represented by e. 

i, as in ma-chine, mo-bile', is represented by e. 

o, as in move, do, to, is represented by 60. 

0, as in wom'an, wor'sted, is represented by do- 

o, as in come, hon'ey, is represented by u. 

0, as in word, worse, is represented by u. 

u, as in true, sure, is represented by 00. 

u, as in pull, su'gar, is represented by 06. 

Diphthongs 

Ii ^ w& ) have the sound of *• 

ay, as in play, J 

au, as in haul, \ , . , , f . 

aw, as in law, j have the sound of 0. 

i aS Jt a H' } h ave the sound of i. 
ay, as in aye, J 

au, as in laugh, has the sound of a. 

ea, as in steak, ] 

ei, as in veil, \ have the sound of a. 

ey, as in they, J 

ea, as in learn, has the sound of u. 

ea, as in steam, ) 

ee, as in meet, 

ei, as in seize, *• have the sound of e. 

eo, as in peo'ple, 

ey, as in key, 

£ a V n h jl ght ' ) have the sound of i. 
ey, as in eye, J 

eu, as in feud, \ ■, , , , e . 

ew, as in nev^ / have the sound of u " 
eu, as in rheum, \ , , , , . _ 

ew, as in threw, } have the sound of 00 - 
ew, as in sew, has the sound of 6. 
413 



ie, as in yield, has the sound of e. 
ie, as in tie, has the sound of i. 
oa, as in foam, ] 

£Stad£, f^ave the sound of 6. 
ow, as in blow, J 

oy, as in toy, has the sound of oi. 
oo, as in boot, is marked oo, long. 
oo, as in foot, is marked 6"6, short. 
ou, as in soup, has the sound of do. 
ou, as in could, has the sound of do. 
ow, as in prowl, has the sound of ou. 

Consonants 

Certain consonants are used to indicate other special consonant sounds. 
Thus: 

f tch, as in catch, 
ch, as in chase, is used to indicate \ ti, as in question. 

i. te, as in righteous. 

f, as in fee,, is nsed to indicate { g; - » J**"-- 

f gu, as in guest. 

g, as in good (hard g), is used to indicate -J gue, as in plague. 

[ gh, as in ghastly. 
gz is used to indicate x, as in ex-ist, ex-ample. 
hw is used to indicate wh, as in when, where. 

g, as in gem (soft g). 



j, as in joy, is used to indicate 



gi, as in religion. 
ge, as in pigeon. 
di, as in soldier, 
dge, as in judge. 
[ ch, as in chorus (hard ch). 

k, as in kept, is used to indicate % &s ™ c fe (hard c). 
' ^ ' ck, as in back. 

( qu, as in conquer, 
kh is used to indicate the German ch, as in loch, 
ks is used to indicate x, as in sex, extra. 
kw is used to indicate qu, as in inquire. 
n is used to indicate gn, as in design. 
n, as in bank, function, is used before hard g or k. 
n is used to indicate French nasal n or m, as in enfant. 

a~~™ ;~ ^~■ n „ „.•„„„,. / is used when g is soft. 

ng, as in long, singer, ( ^cates gue, as in tongue. 

r, as in red, is used to indicate rh, as in rheumatism. 

f c, as in center (soft c). 
s, as in seem (sharp s), is used to indicate \ sc, as in science. 

[ ss, as in miss. 

414 



f ch, as in machine. 

ce, as in ocean. 
I ci, as in racial, 
sh, as in show, is used to indicate -j sci, as in conscience. 

I si, as in version. 
| ss, as in issue. 
[ ti, as in motion. 

t, as in try, is used to indicate / t e , d > as .^stopped. 
J ' \ th, as in thyme. 

th is used to indicate th, as in thin, thick. 

th is used to indicate th, as in soothe, they. 

v, as in vain, is used to indicate f, as in of. 

z, as in gaze, is used to indicate { J » g "j"*"* ^ 



x. as in Xerxes. 



zh is used to indicate 



z, as in azure. 
zi, as in glazier, 
s, as in measure. 
si, as in provision. 
{ g, as in rogue. 



Sample Error Cards 

On the following pages are shown eight Sample Error Cards. These cards 
indicate, in part, the results of the long-continued cooperation of thousands of 
teachers with the authors, in their efforts to determine inductively (1) the 
words which are most commonly misspelled by children; (2) the grades in 
which these words are misspelled; and (3) the specific parts which are most 
troublesome in individual words. 

On such evidence as these cards afford, the introduction and the review 
frequencies of specific words in the Spell-to-Wrile Spelling Boohs have been 
determined; the diagnosis of the principal spelling difficulty or difficulties 
of each particular word has been made; and from these extended researches 
have come, in large part, the' suggestions ifor preventive and for corrective 
treatment which are set forth in the Individual Lesson Helps given in 
Chapter V. 



415 



Sample Error Cards 



^- An>^M _SL 











Remarks^\~-=^T^«^Error 



uJlM 



^tltt./} 



. ».t. WA 



^r 





416 



Sample Error Cards 



Remarks 




.ASl\s 




417 



Sample Error Cards 



Grade 




S^-v>J^>^r<~^L^^ 





(XaaV. 






„ 


•1 


M »» 


1. 


, f 


M 1/ 


„ 


„ „ 




m n 






„ 






















Grade 



SU<JlC A^^g^ 




Remarks Jv***-' 



-Q^t 



SLwAj 



Su-tSU^ 



Grade 



Sb-tAj/^^-e. 




41S 



Sample Error Cards 



VmNa.k^\v 



Remarks 




W^-SS-^ E rror 




419 



One Hundred Spelling Demons of the English Language 

(As identified by W. Franklin Jones) 



which 


can't 


guess 


they 


their 


loose 


says 


half 


there 


lose 


having 


break 


separate 


Wednesday 


just 


buy 


don't 


country 


doctor 


again 


meant 


February 


whether 


very 


business 


know 


believe 


none 


many 


could 


knew 


week 


friend 


seems 


laid 


often 


some 


Tuesday 


tear 


whole 


been 


wear 


choose 


won't 


since 


answer 


tired 


cough 


used 


two 


grammar 


piece 


always 


too 


minute 


raise 


where 


ready 


any 


ache 


women 


forty 


much 


read 


done 


hour 


beginning 


said 


hear 


trouble 


blue 


hoarse 


here 


among 


though 


shoes 


write 


busy 


coming 


tonight 


writing 


built 


early 


wrote 


heard 


color 


instead 


enough 


does 


making 


easy 


truly 


once 


dear 


through 


sugar 


would 


sure 


every 


straight 






(420) 



INDEX 

Abbreviations, Common, 405; Dictionary Exercises in the Use of Common, 

410. 
Accents, 412. 
Acknowledgments, ix. 
Appendix, 407. 
Associations, Forming Helpful, 11, 19; How to Form Auditory, 11; How to 

Form Hand-Motor, 12; How to Form Speech-Motor, 12; How to Form 

Visual, 12. 
"Audiles", 9. 

Ayres, Leonard P., 5, 406, 407. 
Ayres' Measuring Scale for Ability in Spelling, opposite 400. 

Basal Spelling Vocabulary, 6. 
Bibliography, Selective, 407. 
Boldface Type, 25. 

Capitalization, Dictionary Exercises in, 410. 
Checking Errors, 19, 27, 60, 205. . 
Consonants, Key to Pronunciation of, 414. 
Contents, xi. 

Correcting Habits of Faulty Spelling, 13. 
Correction, Spelling Errors and Their, 20. 
Cross References, 27. 

Danger in Oral Spelling, 18. 

Dedication, hi. 

Development of a Spelling Conscience, 24. 

Dictation Exercises, 26. 

Dictionary, Exercises in the Use of, 27, 408 

Difficult Words and Troublesome Parts, 18. 

Diphthongs, Key to Pronunciation of, 413. 

Elimination of Guessing, Prevention of Errors through, 16. 

Error Cards, Sample, 415. 

Errors, Checking, 19, 27, 60, 205. 

Errors, Spelling, and Their Correction, 20. 

Exercises, Dictation, 26; in Use of Dictionary, 27, 408. 

Faulty Spelling, Correcting Habits of, 13. 
Finding Words in Dictionary, Speed Tests in, 409. 
Foreword, v. 
"Futility of Some of the Spelling Grind", 4. 

Gradation of Words, v. 

Guessing, Prevention of Errors Through Ehmination of, 16. 

28 421 



Habits, Establishing through Practice, 13; Correcting, of Faulty Spelling, 13; 

Formation through Spelling Method, 14. 
"Hand-Motiles", 10. 
Helps to Teachers, Specific, 23. 

Homonyms, 16; Finding Correct Use of Certain, 411. 
How We Learn to Spell, 8. 

Illustrations, vi. 

Impressions, Gaining Clear, 11; Definite and Correct, 15. 
Individual Lesson Helps, 29-405. 
Instruction, Principles of Spelling, 15. 
Interest in Spelling and Vocabulary Development, 21. 

Introduction to Years: First, 31; Second, 55; Third, 103; Fourth, 153; 
Fifth, 203; Sixth, 251; Seventh, 299; Eighth, 351. 

Jones, W. Franklin, 5, 407. 

Kallom, Arthur W., 407. 

Knowledge of Words, How We Get Our, 7. 

Koehler, Robert Philip, 407. 

Learners, Types of, 9. 

Learning to Spell a Word, Steps in, 11. 

Lesson Numbers, 25. 

Lesson Plans, Partial: A, 34; B, 59; Suggested: A, 32; B, 56; C, 104; D, 154; 

E, 204; F, 252; G, 300; H, 352. 
Lessons, Preparation and Conduct of, 25, 29-405. 
Letter to Teacher Who Uses This Book, xii. 

Manual for Teachers, vii. 
Meanings of Words, Varied, 411. 
Measurement of Results in Spelling, 406. 
Measuring Scale for Ability in Spelling, 406. 

Method, of Study, A, vi; of Study for Pupils, 23; Psychological Basis of 
Spelling, 7. 

New Words, 25. 

Oral Spelling, Danger in. 18; Contests, 22. 

Pedagogical Precepts, 27. 

Phonic Families, Partial Lesson Plan, A, 34; B, 59. 

i lofuvp^ if ilup of 22 

Plans, Partial Lesson:' A, 34; B, 59; Suggested Lesson: A, 32; B, 56; C, 104; 

D, 154; E, 204; F, 252; G, 300; H, 352. 
Precepts, Pedagogical, 27. 
Prefixes, 411. 

Preparation and Conduct of Lessons, 29-405. 
Prevention of Errors through Elimination of Guessing, 16. 
Principles of Spelling Instruction, 15. 
Problems in Spelling, Two, 1. 

Pronunciation, Correct, as an Aid in Spelling, 17, 409. 
Pronunciation Key, 412. 
Psychological Basis of Spelling Method, 7. 

422 



Results in Spelling, Measurement of, 406. 

Review Lists, 54, 100, 149, 200, 249, 295, 348, 403. 

Review of Words, v. 

Review, Supervision of Study and, 23. 

Review Words, 26. 

Reviewing Words, 19. 

Rewriting of Words, Perfunctory, 21. 

Sample Error Cards, 415. 

Selection of Words, v. 

Selective Bibliography, 407. 

Sensory Avenues, Utilizing All Possible, 17. 

"Speech-Motiles", 9. 

Spell, How We Learn to, 8. 

Spelling and Meaning of Words, 16. 

Spelling and Pronunciation of Words, 17. 

Spelling and Vocabulary Development, 21. 

Spelling Conscience, Development of a, 24. 

Spelling Contests, Oral, 22; Dangers in Oral, 18. 

"Spelling Demons", Jones', 420. 

Spelling Errors and Their Correction, 20. 

Spelling Grind, The Futility of Some of the, 4. 

Spelling, Measurement of Results in, 406. 

Spelling Method, Psychological Basis of, 7. 

Spelling Necessary Only in Writing, 4. 

Spelling Needs, Special and Individual, 6. 

Spelling Pocket, Use of, 24. 

Spelling, Principles of Instruction, 15. 

Spelling Rules, 22. 

Spelling, Two Problems in, 1. 

Spelling Vocabulary, A Basal, 6. 

Study, A Method of, for Pupils, vi, 23; and Review, Supervision cf. 23. 

Suhrie, Ambrose L., 407. 

Supervision of Study and Review, 23. 

Syllabication, Dictionary Exercises in, 409; in Spelling, 17. 

Teaching, Necessity for Real, 15. 
Testing Spelling, 19, 27, 60, 205. 

Tests, Indirect, for Discovering Individual Method of Learning and Illustrat- 
ing Importance of Cumulative and Varied Sensory Impressions, 10. 
Tidyman, Wiliard R., 407. 
Two Problems in Spelling, 1. 
Type, Boldface, 25. 
Types of Learners, 9. 
Typography, vi. 

Use of Capital Letters in Writing, Exercises in, 410. 
Use of Dictionary, Exercises in, 27, 408. 
Use of Spelling Pocket, 24. 

Value of Pictures, 22. 
"Visualizers", 9. 

Vocabularies, The Four, 2; Graphic Illustration of the Overlapping Character 
of, 3. 

423 



Vocabulary, A Basal Spelling, 6. 

Vocabulary Development, Interest in Spelling and, 21. 

Vowels, Key to Pronunciation of, 412. 

Words Commonly Used in Writing, 5. 

Words, Exercises in Finding, 408; Gradation of, v; How to Alphabetize a 
List of, 408; New, 25; Perfunctory Rewriting of, 21; Pronunciation and 
Spelling of, 17; Proper Division of, at End of a Line in Writing, 409; 
Review, 26; Review of, v; Reviewing, 19; Selection of, v; Speed Tests in 
Finding, 409; Spelling and Meaning of, 16; What Shall We Teach, 2. 



424 



u 



For 

Spelling Demons" 



/ 



WORDS WHICH YOUR CLASS NEEDS 
TO REVIEW 

1. Keep in this pocket a list of any com- 
mon words which you find to be misspelled 
persistently by many pupils in your class. 

2. Review these words frequently with 
pupils — particularly with those pupils who 
have misspelled them. 

3. Keep the list revised by striking from 
it any word as soon as you are sure every 
member of the class has mastered it„ 

See §43, Chapter IV. 



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